What Maths looks like at Shaw Ridge Primary School

What a maths lesson can look like in our school:

  • Children work on differentiated tasks, often child led where they choose which challenge to take.
  • Each piece of work has a clear learning question related to the national curriculum for mathematics.
  • High level questioning and mini-plenaries throughout the lesson to unpick misconceptions, pose questions and challenge ideas.
  • Children are encouraged to discuss their reasoning when solving problems.
  • Where appropriate, maths skills are reinforced in other subject areas.
  • Children repeat basic skills regularly through assertive mentoring, Monster Maths and number of the day activities.
  • Working Walls provide children with toolkits required to solve problems.

This is what we do:

  • Weekly maths sessions are planned to meet objectives set out in the national curriculum. Planning may be adapted during the week in response to assessment for learning carried out on a daily basis.
  • During the lesson, children may be given feedback by teachers or TAs. This will extend learning, address misconceptions or consolidate understanding.
  • In Year 4 and beyond, children are assessed at the start of each area of study through elicitation tasks. An assessment is then carried out afterwards in order to identify progress and next steps.
  • Children repeat basic skills regularly through assertive mentoring, Monster Maths and number of the day activities.
  • Use of Classroom Secrets, White Rose Hub and NECTM is used to challenge children further.
  • Times tables are reinforced through Times Table Rockstars
  • Children have access to a range of materials to support their understanding such as dienes, numberlines, digit cards etc.
  • Homework and extension tasks are set using MyMaths.
  • Children are given opportunities to respond to both written and verbal feedback.

This is what you might typically see:

  • Happy and engaged learners
  • Children demonstrating resilience
  • Collaborative or independent work
  • Children making independent choices of task and apparatus
  • Children applying skills learned previously to solve a wider variety of problems.
  • Maths skills being applied across other areas of the curriculum
  • Children discussing, reflecting and sharing their learning

This is how we know how well our pupils are doing:

  • Different forms of feedback
  • Ongoing assessment for learning
  • Elicitation and assessment tasks
  • Regular data tracking
  • Recording of scores in assertive mentoring, Monster Maths, times table races and Times Table Rockstars.

This is the impact of teaching:

  • Confident children who can talk about maths
  • Children are able to use and explain the meaning of scientific vocabulary
  • Children who are prepared to take risks
  • Children who enjoy maths lessons and maths across the curriculum

Maths National Curriculum for KS1 and KS2

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