Early Years Foundation Stage
In our EYFS at Eltham Church of England Primary School, practitioners will help all children to grow and develop their mathematic skills as part of the four specific areas from the EYFS Framework. Our teachers and EYPs will ensure that the activities planned using this framework will feel supportive and be suited to your child; it’s a flexible approach which recognises and values children’s strengths, needs and interests.
Each day children will participate in discrete Maths carpet sessions which will typically last 20 minutes. These teacher led sessions will be interactive, multi-sensory and use a range of manipulatives, stories and song to engage children and help them to develop a deep understanding of number concepts.
When children are enjoying self-initiated learning, our Early Years environment is organised and created to provide a range of open ended maths activities both indoors and outdoors. This continuous provision is designed to provide new experiences, draw on children’s unique interests as well as build upon Maths concepts introduced in carpet learning. Through exciting, supportive and timely adult modelling, children are given the guidance of how to interact with this exciting environment before they are encouraged to play and explore more independently and with their peers. This will take place at your child’s pace to develop their characteristics of effective learning and Mathematics.
Key Stage 1 and Key Stage 2
At Eltham Church of England Primary school, our units of work follow the ‘White Rose Small Steps’ scheme which ‘develops a culture of deep learning, confidence and competence in maths’ which is aligned with the Mathematics Programme of Study laid out in 2014. Mathematics will be taught at least four times a week for 1 hour. We consistently and comprehensively cover national curriculum objectives, and ensure our staff are supported to teach responsively and tailor topic teaching sequences so they are accessible to all learners.
Work will be carried out in squared Maths books and where work is practical, often photos will be taken and recorded in books to create a portfolio of learning for children to be proud of.
Children’s work will be recorded both in books and on worksheets, designed by teachers, where appropriate. These worksheets consolidate children’s math fluency, use and apply in enriching contexts and finally provide opportunity to master the taught skill, through use of diagrams, reasoning and mathematical communication. The aim and result is to secure children’s maths skills, equipping them with a depth of understanding, whereby they can utilise the skill in an adaptable way with their own initiative, as opposed to just using one method and context. At Eltham Church of England Primary School, we ensure the that learning is made accessible to all children by use of scaffolding and concrete apparatus across the school.
There will be evidence of all types of Mathematical learning in all year groups and the different maths skills that are acquired will be used across the curriculum. Wherever possible, mathematics will be linked to real life situations and cross-curricular links will be made.
We set work that is challenging, motivating and engaging. This means that children will always be working at a level of challenge that is appropriate to the End of Year Expectation as set in the National Curriculum 2014. A lesson may frequently not include whole class teaching as all children will need to be taught at their own level through the use of differentiation, Teaching Assistants, independent tasks and collaborative activities.
Marking of pupil work is in line with the policy using ‘green for go’ and ‘pink for think’, it is developmental and used to move children’s leaning on at all times. Work is marked daily, and often using ‘live marking’ so children can see their mistakes, achievements and be challenged by the next step in their learning. In this way, misconceptions are picked up quickly and addressed during that session or by the next session.
Time is given for children to respond to marking and consider their own learning, achievements and next steps.
Children are formally assessed in mathematics termly using PiXL assessments (which will assess against the 2014 National Curriculum End of Year Expectations) to inform teacher assessments. Teacher assessments are given to the co-ordinator and SLT every half term and children not making the required progress are flagged up at pupil progress meetings with notes about their barriers to learning along with plans to address these.
Learning is made accessible to all children through the use of scaffolding, adult support, use on pictorial and concrete apparatus and individual targets where necessary. Provision for more able learners is offered through mastery and enrichment activities created by teachers for individual learners to deepen and secure their maths skills.