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Summer Lane Primary School

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Maths

Maths Curriculum Intent.

 

Maths Vision and Rationale.

At Summer Lane Primary school, we use our long-term plan for the basis of our planning. In EYFS, we use "Development Matters" for our Maths curriculum. These objectives allow development of a strong understanding of number, so that all children develop the necessary building blocks to excel mathematically. 

 

From the start of KS1, we use the White Rose scheme as our primary teaching resource (this provides a wide range of question types, presented to children in a variety of different ways), in addition to using a large variety of further resources and teacher expertise, in order to enrich our curriculum and provide further challenge. Our curriculum resources are accessible for all children, yet still offer challenge for higher attainers. They are also beneficial for teachers, as they reduce workload (outside of the classroom), so that teachers can be fully focussed on the teaching and learning of pupils within the classroom. “IT” statements are used to further deepen and embed children’s understanding of Maths concepts.  Providing this schematic approach allows for consistency in school, across KS1 and 2.

 

To encourage deep learning and embedding of Maths concepts in their long term memory, children take part in testing, regularly. Arithmetic is tested weekly, in addition to further Maths skills being assessed at the end of each Maths unit. This provides children with the experience of testing, in a low stakes environment, to prepare them for the rigours of SATs testing, and preparation, in Year 6. This also provides teachers with key information for intervention and booster groups. Further assessment is undertaken termly, and provides the school with key information on the attainment and progress of our pupils, as well as an opportunity to understand whether children have learned concepts and embedded them in their long term memory.

 

Homework is set on a weekly basis, and focuses on fluency skills learnt in class that week. This also helps to embed the curriculum as well as supporting deep learning of Maths, so that concepts are held in the child's long term memory.

 

Paper and online “Times Tables Rockstars” is used as a method to inculcate tables knowledge. This  helps pupils develop their automatic recall of core declarative knowledge, rather than rely on derivation, guesswork or casting around for clues. The impact of TTRS is recognised in UKS2, and tables are no longer a barrier for learning for most pupils in Years 5 and 6. TTRS is assessed on a half-termly basis, where progress is measured using a baseline analysis. Year 4 pupils are prepared for their times table check by having extended access to online times table resources on a more regular basis.

 

“Ready to progress” objectives are used to support an intervention scheme in school. Children are selected for intervention by teachers, based on analysis of assessment data, and assessment for learning. Interventions are delivered, in the main, by Learning Support Assistants.

 

Children are encouraged to perform well in Maths, with the award of “Maths Magician” of the week..

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