Welcome to the maths section. We hope you will find the information and resources in this section useful so that you can support your child at home with mathematics. If you need any help or have any suggestions, please speak to the class teacher.

Intent

At Field Lane, we believe that mathematics is an essential part of everyday life. We promote the use of our Field Lane S.T.A.R values in maths lessons. 'Strength' is one our values as we aim for children to utilise their mental strength and be able to persevere when faced with challenges. In our maths lessons, we want to provide opportunities for children to work 'together' and discuss strategies and problems while enhancing their oracy skills. Our intention is to make maths activities engaging and to inspire our young people to aim higher and to raise their 'aspirations'. 'Responsibility' is another important value and we want our children to take responsibility for their learning and to become independent mathematicians. 

Our intention is for children:

To use the Field Lane S.T.A.R values in maths lessons

To become fluent in the fundamentals of maths

To be able to reason mathematically

To be able to solve mathematical problems by using and applying their mathematics

Implementation

In maths, we use a scheme called Master The Curriculum for EYFS/KS1/2 pupils. This scheme is aligned with the White Rose Maths. Teachers use the scheme to plan fluency, reasoning and problem solving activities. They also use this scheme for retrieval practice.

Maths in the EYFS is a crucial part of our maths curriculum. We relate the mathematical aspects of the children’s work to the Development Matters statements and the Early Learning Goals. There are opportunities for children to encounter Maths throughout the EYFS (both inside and outside) – through both planned activities and the self-selection of easily accessible quality maths resources. Whenever possible children’s interests are used to support delivering the mathematics curriculum. In Early Years, we follow the White Rose Maths using a scheme called Master the Curriculum. White Rose Maths and our maths scheme are both aligned with the new Early Learning Goals.

Bar Modelling is a strategy that has been introduced in different year groups. The CPA (concrete, pictorial, abstract) approach is currently being rolled out through school. It is crucial for children to experience mathematical activities through hands-on activities. Children also have opportunities to use and apply maths during Smart Time which takes place in KS1 and KS2.

Maths lessons should include:  clear learning intentions, high quality questioning and recap/retrieval practice, teaching (new learning), practice, apply, review/assess. In addition to this, maths lessons should encourage ‘think, pair, share’. This is crucial to help pupils develop their oracy skills and to be able to reason verbally.

To enable pupils to become fluent in addition and subtraction, each child has access to NumBots at school and home. To become fluent at recalling multiplication and division facts, pupils have access to Times Table Rockstars. 

To support those children who are working below age related expectations, we have interventions in place. Interventions are run by skilled members of staff who use a variety of resources to support pupils in need of an intervention. Interventions take place within maths lessons, in the afternoons and during lunchtimes. Teachers identify pupils requiring further support and liaise with the member of staff to ensure that the children can receive timely and appropriate support.

Where appropriate, maths is linked to other curricular areas such as: PE, Science, Design Technology, History and Computing. Design Technology provides opportunities for children to apply their measurement skills. In P.E, children have the opportunity to record times (stopwatches) and measure distances (athletics). Smart Time also provides a wonderful opportunity for children to be able to use and apply their maths knowledge and skills.

Teachers set high expectations for all pupils. They will use appropriate assessment to set ambitious targets and plan challenging work for all groups, including:

•   More able pupils
•   Pupils with low prior attainment
•   Pupils from disadvantaged backgrounds
•   Pupils with SEN
•   Pupils with English as an additional language (EAL)

Teachers plan lessons so that pupils with SEN and/or disabilities can study every subject, wherever possible, and ensure that there are no barriers to every pupil achieving.

Teachers use inclusive high quality teaching to try to meet the needs of all pupils. At Field Lane, we use 'adaptive teaching' in our maths lessons. This is to ensure that pupils can access the work by 'adapting' the teaching in order to meet the needs of the child. 

Further information can be found in our statement of equality information and objectives, and in our SEN policy and information report.

Impact

Impact in maths is measured in a variety of ways at Field Lane. In Early Years, staff use an online system (Tapestry) to assess each child’s progress against the maths Early Learning Goals.

Impact in KS1 and KS2 is measured by children completing summative assessments each term. Progress of each child is measured using the data from these assessments and teaching is adapted accordingly. At Field Lane we use PiXL maths assessments. Furthermore, children have the opportunity to complete retrieval practice activities on a regular basis. This helps children recap prior learning in order to be able to learn new knowledge and skills. Impact is also measured through lesson observations, pupil interviews, maths book scrutiny and pupil progress meetings. In class, impact is measured through questioning and formative assessment strategies. Feedback and in particular, verbal feedback is essential to helping students make progress.

Children in Years 1 to 6 are taught a daily mathematics lesson. The curriculum is designed to enable children to work confidently with a range of mathematical concepts. The learning content is arranged into the following:

• Number and place value
• Addition and subtraction
• Multiplication and division
• Fractions (including decimals from Year 4 onwards)
• Measurement
• Geometry
• Statistics (from Year 2 onwards)
• Ratio and proportion (Year 6 only)
• Algebra (Year 6 only)

The specific objectives for each year group can be viewed by clicking on the links below. These objectives represent the aspiration for each child's achievement by the end of the academic year. Within some classes there may be children working below the expectations for their year group. Where this is the case, the school will be working to help the child to catch up with their peers. Where children have demonstrated a good grasp of the objectives for their year, the school will be working to deepen their understanding so that they can apply this knowledge in a range of problem solving contexts.

At Field Lane we want all our children to enjoy mathematics and to experience maths across the curriculum and through outdoor learning. In addition to this, we always look for opportunities to incorporate technology in our maths lessons such as using apps, quizzing games, QR codes etc.

Furthermore, we are keen for children to understand the 'part whole' and 'bar model' methods from an early age so that they feel confident at solving problems. In addition to this, we aim to use a CPA (concrete, pictorial and abstract) approach in our maths lessons. 

You can visit each year group by clicking on the links below. You will find information about what is covered in each year group.

In October, we had our Maths Parent Workshop. The aim of the workshop was to help parents understand how teach maths at Field Lane and in particular understand how we teach addition, subtraction, multiplication and division.

Please see above for the feedback from the workshop.