At The Wilfred Owen School, we strive for all children to have a positive attitude towards Mathematics, to be fluent across the fundamental mathematical concepts and to have a secure and deep understanding of their mathematics so that they can reason and apply their understanding to problem solving situations.
As a mathematician, a child at The Wilfred Owen School will develop these essential characteristics:
- An understanding of the important concepts and an ability to make connections within mathematics.
- A broad range of skills in using and applying mathematics.
- Fluent knowledge and recall of number facts and the number system.
- The ability to show initiative in solving problems in a wide range of contexts, including the new or unusual.
- The ability to think independently and to persevere when faced with challenges, showing a confidence of success.
- The ability to embrace the value of learning from mistakes and false starts.
- The ability to reason, generalise and make sense of solutions.
- Fluency in performing written and mental calculations and mathematical techniques.
- A wide range of mathematical vocabulary.
- A commitment to and passion for the subject.
A deep understanding is achieved by learning each topic in greater depth. Children master concepts rather than learning procedures by rote. Number sense and place value comes first and is of great importance as it underpins everything mathematical. We recognise that fluency is not just about remembering facts but being able to apply those facts to all areas of their mathematical learning and beyond.
Each unit of work, for example place value, fractions or algebra, will be introduced with a pre-test. This will be a short, focussed test on the area of study to inform teacher’s planning, to identify gaps in learning and discover misconceptions. Pre-tests take place throughout a term in accordance with the long term plan of the class. At the end of each unit, a post-test will be used to assess the learning throughout the block, measure progress and identify targets for children in subsequent units of work. A tracking grid, linked to each area of study will be added to each child’s book upon completion of a pre-test and a post-test. This will highlight the progress made and immediately inform the next steps for learning.
In addition to this, each class completes a series of termly NFER maths assessments linked to the children’s arithmetic and reasoning ability. These will be used to monitor and support children’s performance. These assessments will also be used at whole school level to monitor the performance of pupil cohorts, to identify where interventions may be required and to work with teachers to ensure pupils are supported to achieve sufficient progress and expected attainment.
In The Early Years Foundation Stage, within 6 weeks of the child starting they will be given a ‘baseline’ assessment. In Reception children will be assessed using NFER Baseline Assessment. Towards the end of reception children are then assessed against the maths early learning goals. Similarly, at the end of Key Stage 2 children’s abilities are formally assessed through SATs. During a week in May the children in year 6 will complete three maths assessments; arithmetic, reasoning paper 1 and reasoning paper 2. These will be marked externally.
Children’s attainment and progress will be discussed at Parent Evenings which take place during the school year. Teachers are also available for informal consultation if parents wish to discuss their child’s learning at other points. End of year reports will comment on children’s attainment and progress and key assessment data will be included in these reports.
Our school also have maths ambassadors. A group of children are at the forefront of promoting Maths throughout the school. This team of children will meet regularly to work alongside the maths subject lead to undertake some of the following responsibilities:
- Run and manage whole school maths competitions.
- Support children in KS1 with basic mathematical recall facts (number bonds etc.).
- Run a drop in session for children in KS2 who need further support with their homework.
- Facilitate a lunchtime club that will focus on a variety of different skills, including problem solving.
- Help to upkeep the new Maths display
- Update the maths blog.
- Take visitors and school Governors on maths themed learning walks.
The Maths Ambassador Team will meet regularly to discuss various items.
Our rationale will be implemented through the following coverage:
- Know and use numbers
This concept involves understanding the number system and how they are used in a wide variety of mathematical ways.
- Add and subtract
This concept involves understanding both the concepts and processes of addition and subtraction.
- Multiply and divide
This concept involves understanding both the concepts and processes of multiplication and division.
- Use fractions
This concept involves understanding the concept of part and whole and ways of calculating using it.
- Understand the properties of shapes
This concept involves recognising the names and properties of geometric shapes and angles.
- Describe position, direction and movement
This concept involves recognising various types of mathematical movements.
- Use measures
This concept involves becoming familiar with a range of measures, devices used for measuring and calculations.
- Use statistics
This concept involves interpreting, manipulating and presenting data in various ways.
- Use algebra
This concept involves recognising mathematical properties and relationships using symbolic representations.
This concept involves building the bridge between fluency and problem solving, enabling children to apply logical and critical thinking to maths.
- Problem solving
This concept involves exploring the seven problem solving skills and enhancing children’s mathematical understanding and development through completing a variation of problems.