Teaching maths at Mosborough supports the aims of the National Curriculum
- to become fluent in the fundamentals of mathematics so children develop conceptual understanding and can recall and apply knowledge rapidly and accurately
- to reason mathematically, describing relationships and justifying thinking using mathematical language
- to solve increasingly complex problems with increasing sophistication, breaking down a problem into a series of simpler steps and persevering in seeking solutions.
All children are to be nurtured as mathematicians: they are taught to deeply understand the key concepts within the mathematics curriculum and have a keen ability to apply their understanding to complex problem solving. Children will talk positively about the mathematics they are taught; enjoy the challenges it brings and become fluent in the skills they learn. Children will become numerate: learning key skills and facts which will support problems solving, allow them to see relationships between numbers, and recognise mathematical structures across various contexts. Teachers of mathematics are experts: a culture of pedagogical training is strong within school and teachers are becoming very confident in the way they deliver and assess mathematics. Over time, a clear understanding of age expectation is being developed where a forensic level of detail is being planned and delivered within classes to ensure all children achieve. There is a clear understanding of how children learn to understand numbers and the number system, which is embedded well into the curriculum delivery. The MTC is now a priority in school to ensure that all children are equipped with the recall facts needed to succeed within their next phase. Mathematical skills are taught across all curriculum subjects so that numeracy, mathematical fluency and reasoning is developed.
Our children gain experience of numbers and numerical patterns through practical and repetitive opportunities. Our curriculum allows children to develop a deep understanding of the numbers to 10, knowledge of the composition of each number, the relationships between numbers and patterns within those numbers. They are exposed to and confident at using a variety of manipulatives to represent numbers. Both adult-led and child-initiated learning in the provision allows for opportunities for children to successfully learn, build upon and apply mathematical knowledge and understanding. With repeated exposure and learning opportunities in a variety of contexts we want our children to be able to subitise, recall number bonds and count successfully; recognising patterns in the number system and developing a strong sense of number. Our children are provided with opportunities and support to use and practise key vocabulary as well as structured language stems to explain their learning confidently and clearly. Children are facilitated during adult-led learning and learn in the provision to explore, compare, reason and explain their mathematical thinking.
Mathematics is structured within a journey of learning. Key ideas are delivered within a clear sequence: explore the idea, develop a skill set and then apply the knowledge and understanding to various contexts and increased complexity. Models and images are at the heart of our teaching approach: key structures from subitising to percentage and ratio are delivered through a modelled approach and children are able to see links between the varying strands in mathematics. Outside of the curriculum content journey, numerosity is developed daily through a ‘drip’ approach. From Foundation Stage to Y6, daily counting, recall and calculation are revisited and taught in short sessions. Strong connections between numbers, patterns and bases are made to ensure cognitive demand within more complex problem solving is lessened as number fluency is secure.
Early Years Foundation Stage
Teaching staff have a strong understanding of effective strategies for the teaching of early mathematics. The Foundation Stage Team has responded to changes to the Early Learning Goals and developed the mathematics curriculum in line with the new EYFS statutory framework. At the heart of the curriculum is the focus on furthering children’s understanding of numbers throughout the year in order to embed learning and integrate new knowledge, ensuring Year 1 readiness.
In foundation, all 7 areas of learning are important and interconnected, therefore experiences will occur across many different opportunities offered through our curriculum. Direct adult-teaching is offered as part of our curriculum alongside an enabling environment that provides a wide range of learning experiences.
Maths learning is mapped out across the year and is repetitive over the terms in order to allow children revisit and embed learning. With children’s communication and language development underpinning all areas of the early years curriculum, key language structures are also mapped out across the year to enable strong explanations and discussions.
Learning in maths is embedded into daily routines, this includes elements of the day such as registration and snack time. Daily adult-led maths sessions allow time for children to orally count, subitise, spot patterns and recall number facts. Previous learning is revisited and new learning is introduced. Teachers and teaching assistants model strategies, give opportunities to practise skills in different contexts and use this opportunity to support ‘mistake spotting’ and explanations. A variety of resources and visuals are used to ensure children have experienced using a wide range of manipulatives in their maths learning e.g. numicon, pictures, pebbles, counters, part whole models, tens frames and number lines. Structured language stems are used consistently within these sessions and enable children to discuss their mathematical
thinking. Both in small groups and as a whole class. Key mathematical terms are used consistently alongside Communicate in Print images to support understanding.
Whole class sessions are followed up during the week with an adult-led focus group that is focussed on the specific needs of the child. Learning opportunities for mathematics are planned for within the indoor provision, these activities support and strengthen children’s learning on the current theme and provide opportunities for children to practise and embed their learning with increased independence in the provision. Continuous provision allows children to ‘freely’ explore mathematics linked to their own interests and is facilitated effectively by teachers and teaching assistants.
Enhancements to the outdoor learning area supports the learning focus in mathematics. The outdoor learning area also allows children to explore and discover mathematical concepts for themselves and many mathematical opportunities can be observed in the outdoor environment. This includes; water play, sand play, loose parts play, physical games & obstacle courses, construction and on the bike track.
Number formation becomes a focus in summer 2 in order to support children with year 1 readiness.
Key Stage One
In Key Stage One, children develop their understanding of number through short, daily sessions of subitising, counting, learning and recalling key facts including number bonds, multiplication and division facts, in addition to our daily mathematics lessons. Fluency remains a priority. Teaching uses a range of concrete, pictorial and abstract approaches to build children’s understanding. Children begin to develop their conceptual understanding of the main four operations and use models and images to ensure they have a sound understanding and are confident with number facts before embarking upon the procedural elements of calculating. Development of mathematical vocabulary remains key and children use language structure stems to develop their confidence in reasoning and articulating their mathematical thinking. The learning journey of exploration and skills leads children to a point where they can use mathematical skills to independently work upon a range of problems. Children continue to revisit key areas of learning to secure understanding.
Key Stage Two
In Key Stage Two, teaching supports children to quickly recall facts and work out problems. Children are taught to develop efficient written and mental methods and be able to calculate accurately. In Years 5 and 6, children are taught to recognise relationships between numbers including decimals, percentages, fractions and ratio. Learning from throughout Key Stage Two is consolidated and the ability to solve two-step word problems and reason is continually developed. Developing a language of maths is a priority and children are encouraged to articulate their thinking, drawing upon prior knowledge.
Results and performance in mathematics is strong. Attainment of children across all phases and groups is above national averages and has been significantly high since the new tests began in 2016. Children at Mosborough Primary School are well prepared for the next phase of their mathematics education.
Currently, the maths end of KS2 data is well above average and sits at 89% for EXS in 2023. The average scaled score achieved for maths is 107 compared to the national average scaled score of 104. Additionally, the number of children achieving GDS in 2023 has risen to 30%, an increase of 6% on national GDS scores. At Mosborough, in 2023, there is an upward trend with a 5.5% increase in children achieving EXS in maths from 2022. There is an 8% increase in 2023 of children achieving GDS compared to 2022.
SEND and disadvantaged groups achieve well when compared to national groups due to the early assessment and identification of those children who find maths challenging. 89% of disadvantaged pupils achieved EXS in maths at the end of KS2 in 2023 and 63% of SEND pupils achieved EXS in maths.
At the end of KS1, percentages of children achieving EXS in maths remain consistently above national attainment. In 2023, 80% of children achieved EXS and 30% of children achieved GDS. In KS1 at Mosborough, we have seen an upward trend in disadvantaged children achieving GDS, with a 10% increase since 2022, now at 29%. The percentage of children achieving a good level of development in the early years foundation stage is now 75% which remains above the national average. 83% of children achieved end of year expectations in number, which is also above national average.
Teachers speak with confidence about mathematical pedagogy, sequencing, subject knowledge and direction. Expertise has consistently increased over the last few years and continues to be a strength. Children speak positively about mathematics, understand its importance and enjoy the subject regardless of ability. Challenge is accurate within lessons and so children are engaged within the subject.
Upon leaving foundation, children are ready to begin more formal teaching in mathematics. They have experience in using a variety of resources and models and are confident at exploring numbers. This supports children in their place value unit as they move into year 1. Children have a well-rounded understanding of numbers and have experienced many repetitive activities to embed their knowledge of the numbers. o 10. The use of specific maths vocabulary and language stems enables children to communicate their knowledge effectively which can be built upon in KS1 and beyond in both oral and written activities.