At Holy Trinity our intent for mathematics is to teach a Mastery based curriculum, where children acquire skills and fluency through reasoning and problem solving. Staff are supported and aided in their roles ensuring confidence in the skills and facts they are required to teach. Lessons are child centred and planned using the small step approach ensuring that all children are supported and challenged on a daily basis.
Our curriculum allows children to make sense of the world around them making links between mathematics and everyday life. Our policies, resources and schemes support our vision e.g. our calculations policy, adapted White Rose Maths scheme and resources and NCETM Teaching for Mastery.
Staff are currently using resources from the White Rose Hub Scheme to ensure that all pupils have the opportunity to acquire a full understanding of all methods and develop a variety of both mental and written strategies. The scheme follows a mastery approach, which is taught in small steps and is linked to developing children’s vocabulary alongside their skills.
Where appropriate teachers will supplement and adapt the scheme to ensure it meets the needs of all learners and that all children receive the appropriate level of challenge and support.
Formative assessment through Talk-Time, independent work and daily challenges ensure that all children receive timely interventions and that gaps in previous learning can be addressed and closed. End of unit checks that conclude each unit provide additional opportunities to ensure that learning has been maintained.
End of Term AQA and SATS tests (Yr2 and Yr6) provide further opportunities to assess whether facts and knowledge are embedded and time has been set aside for each year group in the Long Term Plan to consolidate, revisit and over learn problem areas.
Both the teaching staff and support staff are supported by the scheme, which offers clear guidelines for teaching, common misconceptions and outlines key vocabulary and representations and images that may be used.
Impact is measured through the end of term and Key Stage tests, the MTC (Multiplication Tables Check in year 4) SATS and teacher assessments using AQA tests in December, February, May-June-July.
All children are tracked against their prior progress. This is closely tracked over the year. Children not making at least expected progress will be provided with additional quality first teaching.
Teachers use morning challenges and bicycle maths ( checking on prior learning) to ensure knowledge is embedded in children’s long term memory.
Staff try to link new topics to ones covered previously and expand vocabulary to facilitate children’s independence in reasoning and problem solving activities.