Skip to content ↓

Part of

    Lord Street Primary

    Maths

    Lord Street Primary School follows a “teaching for depth” approach to mathematics, which is sometimes termed “mastery”. This approach enables all children to master the mathematics curriculum. It draws heavily upon research conducted by the EEF (Education Endowment Fund) and their recommendations.  This ensures depth of conceptual understanding through progressive acquisition of mathematical fluency, problem-solving and reasoning skills. This helps our children to know and remember more.   

    The mathematics curriculum is planned and sequenced utilising small step progression through concepts as well as through a concrete -pictorial- abstract approach.  All year groups are taught in mixed attainment classes, where children receive scaffolding, timely intervention and directed support. “Faster grasping” children are given “going deeper” questions to develop their ability to reason, prove or question an approach.  Questions structured with a “greater depth” of complexity will also be provided allowing some children to work towards a fuller understanding through deeper exploration and investigation of content and context. 

    Our Year 1 Mathematics curriculum builds upon the skills and knowledge the children have gained during their time in our EYFS.  Through the NCETM Mastering Number programme, the children will develop a strong grounding in number so that they have the building blocks to excel mathematically and a strong base from which the mastery of maths is built. They will have gained a deep understanding of number to 10, including the composition of each number, be able to subitise and know number bonds to 5 and 10.  They will have looked at patterns within numbers to 10, including evens and odds and double facts and the pattern of the counting system to 20 and beyond.  They will also have looked at quantities up to 10 in different contexts and be able to say when one quantity is greater or less than or the same.  They will have been given frequent and varied opportunities to build and apply their understanding through the use of manipulatives, to spot connections, look for patterns and relationships and to develop a ‘have a go’ attitude. 

    Whilst teaching the National Curriculum, we do not follow a particular scheme of work in terms of materials and rate of coverage. The NCETM "spine" documents under-pin our pedagogical approach and ensure teachers can plan and deliver lessons that align with the DfE's non-statutory guidance for teaching mathematics whilst meeting the needs of the children in their class. Small steps for both conceptual and procedural understanding are planned for, giving due consideration to common misconceptions that are likely to occur. Additional quality materials may be used to supplement these. Topics are taught until teachers feel that an appropriate depth of understanding has been achieved by the vast majority of the group. Gaps in learning are identified in a timely manner and addressed through “same day intervention” wherever possible. We expect all topics within the National Curriculum to have been covered over the course of the year. Children use concrete, pictorial and abstract models for each topic as appropriate to the learning context. Research conducted by the EEF underpins our expectation that a variety of manipulatives and representations will be used in all year groups and with children at all levels of attainment.  This supports learning before procedural methods are used and allows children to select from a range of strategies for both efficiency and to support success. Procedural methods for calculation are taught alongside mental and structural methods for fluency and variation. 

    Children will be expected to apply this learning within a range of contexts rather than completing extended procedural practice. Fluency does not equate to speed but to efficient choice of strategy which may well increase speed, particularly when trying to recall times tables. 

    A typical lesson will usually include:   

    • A brief problem linked to prior learning, reviewing and consolidation patterns or connections in mathematics. It may focus on procedural fluency or reasoning. 

    • Activation of prior knowledge of task, strategy and self may also form part of this activity. 

    • A “hook” problem or calculation which allows the children to work collaboratively, sharing and explaining their initial ideas and strategies. This problem will then be deconstructed as a whole class and effective strategies shared and discussed. 

    • A series of activities with a balance of direct instruction, collaboration and dialogue, aimed at unpicking the small idea around which the lesson is based. 

    • Independent pupil application using questions similar to the lesson hook and one or two further questions which progressively “spin” the concept in different contexts and with different types of reasoning. 

    • If children can understand the concept in different ways, in different contexts and with different types of reasoning, the concept has probably been learned - that is, changed in their long-term memory. 

    • Teachers will select or pupils will actively ask for more help if needed. Some children may move on to problems of greater complexity that may be completed over a series of lessons or in additional time with or without an adult. 

    • The plenary may focus on addressing a misconception, self or peer review, or further assessment depending on where the lesson sits in the cycle of teaching and learning. 

    Mistakes are valued and celebrated. Unpicking misconceptions so that children evaluate their thinking is vital in scaffolding children towards greater independent evaluation and learning. 

    Marking is timely and allows children to complete, correct and go deeper with their learning. Children who make no mistakes are not being sufficiently challenged, and we expect all children to respond to marking challenge/next steps. Sometimes this may be more or less frequent but should not be a barrier to motivation and enjoyment. The aim of this is not simply for correction, but for recall, reflection and self-monitoring. There will be times when this lesson structure does not suit the learning taking place. When longer investigations, games or kinaesthetic activities are taking place, the structure will be that which best suits the learning process. 

    On a regular basis children will be given routine arithmetic questions or problems as a low stake recall of previous teaching on a range of topics. Depending on the outcome, more or less time in that lesson will be devoted to reviewing and correcting errors, but it does not take the place of quality teaching in that lesson based on the topic planned for. This is an example of well-timed repetition and leads to greater fluency. Repeated exposure and consideration of key concepts over and over again in different contexts leads to better understanding. 

    When teachers can, they offer timely, sometimes same day, intervention to ensure gaps and misconceptions are addressed before moving on. Sometimes this is after school and may review previous topics or pre-teach new ones. This type of feedback relates to and should produce improvement in the child’s learning. It may focus on an activity, a process, or the child’s thinking and self-regulations strategies.