Our Intent, Implementation and Impact statement for mathematics

Intent:

At BBPS, our aim is that children enjoy mathematics and become independent, resourceful mathematicians with high levels of self-confidence and thus are able to progress and reach their full potential through their learning journey from EYFS to the end of KS2.

As part of our curriculum, we provide regular problem-solving challenges and investigations in maths and encourage learning by celebrating mistakes as part of our journey. We aim to instil a positive 'can-do' attitude to all learning for our pupils.

Implementation:

We have adopted a mastery approach to teaching maths in order to give the children the best all-round understanding of mathematics. We base our teaching around the White Rose Maths resources and planning which we adapt to suit the children we teach. We use TTRockstars to further support children's learning and to bolster their confidence and fluency with number.

What do you we mean by 'mastery approach'?

The mastery approach, backed up by research and evidence is underpinned by the 'five big ideas'. At BBPS we are continuously monitoring and improving our planning and teaching to make sure we are delivering on these five ideas. 

The 'Five Big Ideas' that we strive to meet are explained in more detail below:

1. Coherence

Planning is designed to enable a coherent learning progression through the curriculum, providing access for all pupils to develop a deep and connected understanding of mathematics that they can apply in a range of contexts. We achieve cohesion in mathematics by breaking down our learning logically into small, achievable 'stepping stones', which are delivered in an order which ensures previous learning is built upon. 

2. Representation and Structure

Teachers at BBPS carefully select representations of mathematics to expose mathematical structure. The intention is to support pupils in ‘seeing’ the mathematics, rather than using the representation as a tool to ‘do’ the mathematics. These representations become mental images that students can use to think about mathematics, supporting them to achieve a deep understanding of mathematical structures and connections.

3. Mathematical Thinking

Mathematical thinking is central to how pupils learn mathematics and includes looking for patterns and relationships, making connections, conjecturing, reasoning, and generalising. Pupils should actively engage in mathematical thinking in all lessons, communicating their ideas using precise mathematical language.

At BBPS we celebrate the use of mathematical vocabulary, we use STEM sentences (learning sentence) in teaching to convey and embed key learning and actively encourage all children to 'talk like a mathematician' both verbally and in writing.

4. Fluency

Efficient, accurate recall of key number facts and procedures is essential for fluency, freeing pupils’ minds to think deeply about concepts and problems, but fluency demands more than this. It requires pupils to have the flexibility to move between different contexts and representations of mathematics, to recognise relationships and make connections, and to choose appropriate methods and strategies to solve problems. 

In KS1, we use the Mastering Number scheme to further support number fluency. 

In KS2, children work hard on times tables recall, number bonds, number facts and mental maths to continuously develop their fluency in number. . 

5. Variation

The purpose of variation is to draw closer attention to a key feature of a mathematical concept or structure through varying some elements while keeping others constant.

• Conceptual variation involves varying how a concept is represented to draw attention to critical features. Often more than one representation is required to look at the concept from different perspectives and gain comprehensive knowledge.

• Procedural variation considers how the student will ‘proceed’ through a learning sequence. Purposeful changes are made in order that pupils’ attention is drawn to key features of the mathematics, scaffolding students’ thinking to enable them to reason logically and make connections.

In summary, our mastery approach to learning breaks each area of maths down into small, achievable steps 'stepping stones', which are then gradually built upon in order to achieve a mastery understanding of the specific area taught. At BBPS we continuously adapt our curriculum to meet the needs of our learners. It is only when the children are 'ready' for the next stepping stone on their journey that the next step in taken. Pupils that continue to struggle with certain steps will receive 'same-day intervention' in order to be best prepared to continue their journey to mastery the following day.

It is important at BBPS that all children have equal opportunity, and the mastery approach reflects this attitude in that all children will receive the same teaching and input. It is then a matter of how the tasks are presented or constructed (in line with the Five Big Ideas) that allows for varying depth of learning for those with greater or lesser understanding. 

Impact:

At Barnham Broom, the expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. We aim for each child to be confident in each yearly objective and develop their ability to use this knowledge to develop a greater depth understanding to solve varied fluency problems as well as problem solving and reasoning questions. Is our aim that at the end of each year children have achieved the Age Related Expectations (ARE) for their year group. Some children will have progressed further and pushed to achieve greater depth (GD). Children who have gaps in their knowledge receive the appropriate support and intervention. 

To ensure our teaching is having the desired impact, we use continuous formative and summative assessment to keep track of learning and progress.

Formative Assessment: 

Teachers carry out formative assessment through AfL (Assessment for Learning) in each session both during input and when working. Feedback is given to children verbally and instantaneously, through self / peer assessment and through active marking. Teachers then use this assessment to influence and adapt their teaching and planning. 

At Barnham Broom Teachers believe that all children can achieve in maths, and focus on whole-class teaching. However, where prerequisites are not secure, timely interventions will be carried out. We understand that catch-up does not always work, and as a consequence our interventions are focused on Pre-Teaching and Same Day Interventions. 

Summative Assessments: 

Children complete two 'End of Block' assessments (Check-in / Check-out, see below for examples) for each phase of learning. One at the beginning of the unit (check-in) and one at the end (check-out).  

Check-in, is used to: 

• Identify whole-class gaps in previous learning

• Identify individual strengths and weaknesses 

• Set a benchmark in which to track progress

The class teacher will then adapt planning to best match with the needs of that particular group. 

Check-out, is used to: 

• Track progress / understanding of individuals 

• Identify any children that require further intervention 

The class teacher will then make a judgement on whether to move-on from the unit or whether it would be more beneficial to future learning to spend more time on that area. 

The teacher may also decide it is an area that will benefit from focused revisiting as lesson starters / morning work or within consolidation weeks. 

The results should highlight progress. Where this is not the case for individuals, planning would be adapted, strategies would be scrutinised / adapted for individuals and tailored intervention groups would take place to ensure the key objectives are secured as best possible.

Examples of assessments below: 

The document below breaks down in detail how our maths lessons are planned, assessed and delivered. 

Year 1-6: Progression Map

Challenge Time: Problematic!

Can you guess the equation in six guesses?

1. Start by typing in a full number sentence, 8 squares long. e.g 12 + 22 = 34

The squares will then change to a colour: 

Green = The digit or symbol is in the correct place 

Orange = The digit or symbol is included somewhere else in the number sentence 

Black - The digit or symbol is not part of the number sentence. 

Good Luck!