At Summer Lane Primary school, we use our long-term plan for the basis of our planning. We use White Rose resources 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 wide range of further resources and teacher expertise, in order to enrich our curriculum and provide further challenge. White Rose 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 children’s understanding of Maths concepts. Providing this schematic approach allows for consistency in school, across KS1 and 2.
Children take part in low stakes 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. Higher stakes assessment is undertaken termly, and provides the school with key information on the attainment and progress of our pupils.
Homework is set on a weekly basis, and focuses on fluency skills learnt in class that week.
Children are encouraged to perform well in Maths, with the award of “Maths Magician” of the week celebrated in our Special Mentions assembly.
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.
Our Maths curriculum at Summer Lane Primary School provides our children with the tools to be happy using Maths independently in everyday life. Resilience is encouraged by learning from their mistakes.