Intent

At Birdwell, we intend to provide a quality curriculum that is aspirational and fosters a life-long appreciation, curiosity and enjoyment of mathematics. We value mathematics as an essential, transferrable skill in which all can succeed. We aspire for our learners to thrive with a secure understanding of mathematics; fully equipped and confident to apply knowledge and skills through varied, appropriately pitched learning opportunities. We intend for our children to become ‘Masters of Mathematics’ with themes taught through a progressive and regularly revisited ‘small steps’ approach which coherently builds on what has come before. We use mistakes and common misconceptions as an essential part of our learning process by encouraging resilience, adaptability and acceptances that ‘struggles’ are often a necessary step in learning. This, alongside meaningful and purposeful problem solving and reasoning woven through every lesson, provides out learners with the breadth and depth of understanding to succeed in mathematics.

Implementation

We use a mastery approach in the planning and teaching of maths. Our maths curriculum is designed to develop children’s knowledge and understanding of mathematical concepts from Early Years Foundation Stage through to the end of Year 6. When planning, we use the expectations outlined in the National Curriculum. The White Rose SOL, the DFE Ready to Progress Criteria and the NCETM Prioritisation Curriculum are used when planning lessons to ensure coverage and progression in mathematical knowledge and skills across the school. This allows pupils to build a deep understanding of concepts, which will enable them to apply their learning in different situations.

At the beginning of the year, each year group teacher uses the White Rose long-term overview of the mathematics units for the year to inform their planning. This ensures all concepts are built on previous knowledge to ensure foundations are fully secure. Significant time is spent developing deep knowledge of the key ideas that are needed to underpin future learning. There are opportunities planned throughout the curriculum to revisit previous learning to ensure it is deeply embedded in pupils’ memories.

We use the NCETM’s ‘5 Big Ideas’ to support the planning and teaching of maths.

Fluency

We place a strong emphasis on mental calculation. Key facts, such as multiplication tables and addition facts within 10, are learned to automaticity to prevent cognitive overload in working memory, allowing pupils to focus on new concepts. We aim to develop children’s understanding by connecting new knowledge with existing knowledge. We continue to use ‘Mastering Number’.

Mastering Number at Reception and KS1

Mastering number aims to secure firm foundations in the development of good number sense for all children from Reception through to Year 1 and Year 2. The aim over time is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number. Attention will be given to key knowledge and understanding needed in Reception classes, and progression through KS1 to support success in the future.

Maths lessons

Daily maths lessons are delivered though high-quality teaching. Children are taught through whole-class interactive teaching, where the focus is on all children working together on the same lesson content at the same time. During these lessons, children are supported to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems, as well as giving all children the confidence and resilience to achieve this. The three aims of the National Curriculum are highly connected throughout children’s learning to ensure children develop conceptual and procedural understanding.

Concrete – Pictorial – Abstract (CPA) approach

There are opportunities for children to develop their understanding of concepts through the use of concrete manipulatives and pictorial representations alongside numbers and symbols – this helps them to visualise, understand new concepts and make connections. Initially, and when appropriate, we provide children with concrete manipulatives and pictorial representations to secure their early understanding of mathematical concepts. Careful planning goes into what the most appropriate visual representations are used to develop children’s conceptual understanding. Children are given lots of opportunities, to discuss, explore, practice and apply mathematical concepts using these resources. We carefully consider when these manipulatives and representations are removed so children can develop automaticity of the concepts.

Language in Mathematics

During maths lesson there is a focus on the acquisition of mathematical language so, where appropriate, generalisations and stem sentences are generated. These are then displayed around the classroom to support future learning. This also supports the children when they are reasoning and justifying their answers in problem solving, as they can explain their understanding using correct mathematical language.

Meeting the needs of all

At Birdwell, we are an inclusive school. Support or early intervention is provided for children who do not grasp a concept, and challenge (rather than acceleration) is provided for those children who can explore concepts at greater depth. These children are challenged to reason at a greater level that is required or they are challenged with a rich and sophisticated problem, when appropriate.

Summative Assessment

Regular, ongoing, and end-of-term assessments support teachers in tracking pupil progress. We use Star Maths Assessment at the end of each term to assess pupil progress. The use of the NCETM’s Primary assessment questions alongside the White Rose end-of-block assessments are also used to help teachers assess the degree to which our pupils have mastered the curriculum. These tools help identify learning gaps and ensure that pupils have grasped concepts at an appropriate level of depth. Teachers can use these assessments to pinpoint gaps in pupils’ knowledge, support future planning and provide targeted interventions.

Formative Assessment

Where appropriate, pupils engage in self-marking at the end of each lesson and/or peer-marking during the lesson. Teachers and TAs will also mark learning throughout the lesson, either individually or with the whole class. This provides instant feedback, allowing pupils to address errors and misconceptions immediately. It also offers teachers a clearer picture of pupil progress both during and at the end of the lesson. These in-class assessments help inform planning for future lessons and targeted interventions.

Maths books

Our maths books demonstrate what children have learned both individually and independently. They show whether pupils have understood a taught concept and the depth of their understanding. This helps us make informed decisions for future planning, such as re-teaching a concept in a different way or progressing to the next step in learning. The learning evidenced in the books is progressive and shows both conceptual and procedural variation. In the books, you should also be able to see that some children have received more support, while others are challenged with investigations or problem-solving activities or have been reason at a greater depth.

Interventions

When possible or necessary, children may receive a same day or next day intervention. These interventions are fluid and rapid, ensuring that children’s misconceptions are dealt with as soon as possible.

Home learning

At Birdwell, we believe that home learning should be enjoyable and challenging. In Key Stage 2, we use Mathletics to set weekly home learning activities for maths. The home learning will be a consolidation of what the children have been learning in class. We also subscribe to Times Tables Rock Stars and NumBots. We hold weekly and termly competitions between the classes to motivate and inspire the children to play more at home.

Continued Professional Development

We provide professional development for all staff that focuses on subject and pedagogical knowledge. Professional development is ongoing and is delivered in school through INSETs, staff meetings, team planning and team teaching. We also use the NCETM Professional Development materials to help develop teacher subject knowledge and enable teachers to deliver teaching for mastery with confidence. Additionally, we engage in ongoing professional development opportunities provided by the Boolean Maths Hub.

Impact

The impact of our school’s maths curriculum can be seen during learning walks, in children’s maths books and in discussions with our children.

What would you likely see if you were to walk into a KS1 or KS2 lesson?

• Children will be developing understanding of concepts through the use of concrete manipulatives and visual representations alongside numbers and symbols – this helps them to visualise and understand new concepts;
• You will notice that questions are carefully planned to ensure conceptual and procedural variation;
• There will be a balance of children and teachers explaining and reasoning mathematically;
• Children will demonstrate a secure understanding of how to reason mathematically, using appropriate mathematical vocabulary and STEM sentences in maths lessons with confidence, ease and accuracy;
• Children will recognise mathematical relationships and connections within concepts;
• You will notice that lessons are taught in small cohesive steps to ensure the children gain a deep understanding;
• You will notice that most children are learning the same thing, with support or scaffolds for those learners that need it, and challenge for those that grasp concepts more rapidly when appropriate;
• You will notice that we start each lesson with either an arithmetic starter or a ‘Flashback’. Previous learning is also included throughout lessons to recap and allow children to make connections with new learning;
• Children will demonstrate a quick recall of facts and procedures, including multiplication and division facts, and apply this knowledge and understanding to real life situations;
• You will overhear teachers and teaching assistants giving immediate feedback to correct, consolidate or extend the learning.

Home Learning

Numberblocks

Numberblocks is a pre-school BBC television series aimed at introducing children to early number. The series uses engaging animation and characters to gently introduce numbers, counting, and basic math concepts to support early mathematical understanding. Recommended for children in EYFS and KS1.

A link to all of the episodes can be found below:

NumBots

NumBots is an online maths learning platform that helps children learn how to add and subtract, improving their fluency and recall in basic mental maths. Recommended for children in EYFS and KS1.

More information can be found below:

Mathletics

Mathletics is an online math program that builds confidence through personalized learning, games and mastery challenges. In KS2, weekly challenges are set by the class teacher. The chosen challenges are a consolidation of what the children have been learning in class. 

More information can be found below:

Times Tables Rock Stars

Times Tables Rock Stars is an educational game designed to help children recall multiplication facts. It uses a rock and roll theme and gamified challenges to make learning times tables engaging and fun. The program tracks a child's progress and focuses on the multiplication facts they struggle with the most. 

More information can be found below:

Useful Maths Links