Maths at St Christopher’s

 

Curriculum intent

Our aim at St. Christopher’s is to continue to develop a culture of deep understanding, confidence, and competence in maths – a culture that produces strong, secure learning and real progress. By building confidence, resilience, and a passion for maths, we can show that whatever a child’s prior experience or preconceptions, maths is an exciting adventure that everyone can enjoy, value, and master! Our maths lessons will build mathematical understanding, improve fluency, build problem solving capacity, and develop mathematical reasoning skills.

 

Implementation

Maths teaching and learning is good in our school when:

  1. Short periods of teacher talk are interspersed with pupil actions and mini plenaries
  2. Pupils are engaged and accessing learning
  3. Adults ensure effective use of resources.
  4. Pupils work on the same task in different ways with differentiated support as necessary.
  5. Stretch and challenge activities are available for all.
  6. We use stem sentences – children are using mathematically correct vocabulary and pupils answering in full sentences.
  7. When we do a ‘revisit’ to previously taught maths topics at the start of each lesson. Each time a pupil is asked to do this, their memory is strengthened. Homework is also set to provide an opportunity to ask pupils to return to a previous maths topic.

 

In our books you will see:

  1. Progression (scaffolding moving to independent work)
  2. Pupil reflections on learning
  3. Pictorial representations
  4. Explanations for answers (reasoning) with correct mathematical vocabulary

 

Tracking Attainment & Progress

At St Christopher’s, we use the ‘Small Steps Progression’ document from the White Rose Maths. Staff use these small steps and assess children’s progress against these as they are taught. At the end of term, teachers indicate which children are not working at the expected level and those working at a greater depth. This data is collected on Target Tracker and examined by the SLT and Maths lead. Children who have not yet made the expected progress, or children who are working behind the expectations for their year group, are identified. Pupil Progress meetings are then held to review the successes of the term, and to identify next steps for those vulnerable children that have been identified. The information from these meetings is used to plan interventions and further CPD for staff.

 

How we fulfil our vision:

  • Engaging curriculum with cross-curricular activities
  • Sharing of good practice
  • Pupil voice
  • Lesson observations
  • Planning and book scrutinies
  • Monitoring carried out termly