Hillyfield Primary Academy

Intent

At Hillyfield we instil a passion for learning and we believe that all children can excel in mathematics by following a  mastery approach. Teachers carefully consider all pupil groups (including vulnerable groups and learners with SEND) in their planning to ensure learning is accessible and challenging for all.  

Planning for maths follows the White Rose scheme to ensure pupils develop a deep and sustainable knowledge of mathematics and ensures children build their knowledge and skills across units and school years. 

Maths lessons at Hillyfield are structured to allow every child to access learning at the intended level. 
Children begin each unit with a formative assessment, used to determine starting points. Children are able to progress through activities at their own pace. A wide range of mathematical resources are used and pupils are taught to show their workings in a concrete, pictorial and abstract form wherever suitable. 

All pupils at Hillyfield become fluent in the fundamentals of mathematics, including through varied and frequent practice in number operations. Children use mental and written methods and are able to recall and apply knowledge rapidly and accurately.  

Pupils are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings. 

All pupils are able to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.

We intend for all pupils to solve problems by applying their mathematical knowledge to a variety of problems. Children know the strategies to use to break down problems into a series of smaller steps and persevere when seeking solutions. 

Through opportunities for enrichment of the subject, children are set up successfully for the application of maths in their future life. Cross curricular links and first hand experiences are explicitly planned for and included across all year groups. 

Implementation

At Hillyfield, we understand the importance of developing a secure foundation in number. Number sense is developed throughout Reception and KS1 using the NCETM - Mastering Number Programme to ensure learners leave KS1 with fluency in calculation and a confidence and flexibility with numbers. In KS2 Children continue to secure their number sense through the rapid recall of times table facts. In order to advance children’s maths skills in school and at home, Numbots and Times Tables Rockstars are used for practise, application and consolidation. Children are assessed weekly on their number knowledge through a timed challenge; in KS1 this is the number bond challenge and KS2 complete the 144 challenge. 

All year groups from EYFS to Year 6 follow the White Rose scheme of learning which is based on the National Curriculum. Lessons are personalised to address individual needs and requirements while maintaining coverage. At Hillyfield, we use the Flow model to ensure progression across maths units. Each White Rose unit of work is broken down into Show, Fluency, Reasoning and Problem Solving and children complete a cold task at the start of each unit which teachers use to identify starting points. Children then work their way through the flow moving at a pace which meets their individual needs. During each unit, all children have the opportunity to access reasoning and problem solving. A range of planning resources are used including those provided by the NCETM and NRICH to enhance our children’s exposure to maths problems. Problem solving days at the end of each unit are also used to enrich the understanding of pupils and ensure that explicit teaching of problem solving strategies are taught to all pupils.

Maths skills are taught and practised at various stages of the day, in addition to maths lessons, which encourages a broader approach to the teaching of maths, emphasising the importance of a wide perspective of how children learn. This also allows for cross-curricular links with science, PE and other subjects depending on the unit and year group. 

Children are assessed in mathematics using PUMA tests, which assess progress in maths each term within every year group from Year 1 to Year 5. Children in Year 6 are assessed using SATs arithmetic and reasoning papers. Classes may also use end of unit assessments as formative assessments to identify whether any points need to be reviewed or if any specific children need extra support. Children are also assessed on times table knowledge in Year 4 and internally in each year group in Key Stage 2. 

In EYFS, pupil’s are assessed through observations  to identify their level of achievement, interests and learning styles. As part of the ITMP approach staff step back and observe groups or individuals. They identify the teachable moments and have an immediate impact on an individual's progress through their interactions. Observations are placed in the class floorbook which children and staff use to look back through their learning journey and celebrate their success in certain areas of development. Within the first 6 weeks that a child starts reception, staff will administer the Reception Baseline Assessment (RBA) and at the end of the EYFS, staff complete the EYFS profile for each child.

Regular training sessions are organised for teachers, delivered by maths subject leads. These cover a wide variety of topics in relation to the planning and teaching of mathematics, including, for example, the CPA approach and the use of manipulatives and problem solving strategies. Professional development is also provided by the NCETM each term for teachers in EYFS and KS1 who are delivering the Mastering Number programme. Hillyfield is also part of the London North East Maths hub and the Sustaining Mastery workgroup which provides the opportunity to observe mastery specialists and develop maths leadership. The impact of these workgroups can be seen across the school.

Impact

End of Key Stage 2 outcomes at Hillyfield are significantly above national average. 
Scrutiny of workbooks will evidence that pupils:

• build on prior knowledge and can apply appropriate strategies to solve increasingly complex problems
• are confident solving problems using a range of strategies 
• can confidently manipulate numbers mentally and using written methods

Discussions with pupils will demonstrate that pupils:

• know more and remember more - they can retain prior learning and explicitly make connections between what they have previously learned and what they are currently learning - this is evident when pupils discuss the work in their workbooks
• can confidently discuss the strategies they used to solve problems. They can explain why they chose that strategy and how it helped them.

Lesson observations and learning walks will demonstrate that:

• The teaching of maths is positively impacting pupils' interest and enjoyment of the subject - this is evidenced in excellent attitudes for learning and pupil engagement during lessons.
• pupils are confident independently choosing resources or strategies to help them, including the use of the working wall.
• pupils can use manipulatives to show their understanding of key concepts