Maths
Intent
As a school, we want to enable all learners to enjoy and succeed in mathematics. We aim to develop lively, enquiring minds encouraging pupil to become self-motivated, confident and capable in order to solve problems that will become an integral part of their future. We also seek to foster enjoyment in Maths by celebrating our own RSJ Maths Day and National Maths days.
In line with the National Curriculum Objectives for Mathematics, our intent is that all pupils become fluent in the fundamentals of mathematics, reason mathematically and can solve problems by applying their mathematics to a variety of problems as set out in our long term planning to ensure progression in the knowledge and skills that pupils will gain at each stage.
We believe that children should leave primary education as confident, resilient mathematicians with a deep conceptual understanding of the skills required to approach any maths problem.
We aim to provide the pupils with a mathematics curriculum and high quality teaching to produce individuals who are numerate, creative, independent, inquisitive, enquiring and confident. We also aim to provide a stimulating environment and adequate resources so that pupils can develop their mathematical skills to the full.
Linked to our Growth Mindset approach, children should develop resilience and self-confidence in applying their learning skills, demonstrating a deep, conceptual understanding of the topic and be able to build on this over time.
Implementation
At Roundhay St John’s, to ensure whole-school consistency and progression, we plan and sequence our daily Maths lessons using the White Rose Maths Scheme of Work (a blocked scheme that allows for depth and breadth of learning within each strand of mathematics) which is fully aligned with the National Curriculum for the coverage of mathematical units that are explored progressively, drawing on resources, data and suggestions from reliable sources such as the National Centre for Excellence in the teaching of Mathematics (NCETM) and nrich.co.uk to link mathematical talk and knowledge across the various units (e.g. multiplication and area). A ‘mastery’ approach has been adapted and implemented at for the planning, delivery and engagement with Mathematics.
We understand the importance of early experiences of Maths, and have committed to the Early Adopter Framework within our Early Years setting. This approach places a significant emphasis on developing a strong grounding in number – understanding that this is a necessary building block for children to excel in the subject.
We are committed to ensuring that pupils secure their knowledge of Times Tables and related divisional facts by the end of Year 4. See below for more details.
Regular formative and summative assessments are used to identify children who require intervention and influence and shape future planning. We use Same Day intervention to help children keep up and not have to catch up.
Regular Challenge Meetings are held to monitor pupil progress ensuring teachers are accountable for the children in their class.
Multiplication Tables Check – why are times tables important?
The Multiplication Tables Check (MTC), is an annual check to see if Year 4 pupils in England and Wales have a good level of times tables knowledge.
Secure and confident knowledge of times tables is vital to children’s success in Maths. They are the building blocks of Maths and with multiplications mastered the doors to many other areas of Maths become unlocked!
Times tables can help your child to grasp other mathematical concepts, such as fractions, division, ratio and percentages to name a few. Children who do not know their times tables will not be able to access more complex procedures.
Expectations for times tables for each year group:
Year 1 Count in multiples of 2, 5 and 10. Recall and use all doubles to 10 and corresponding halves.
Year 2 Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers.
Year 3 Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables.
Year 4 Recall and use multiplication and division facts for multiplication tables up to 12x12.
Year 5 Revision of all times tables and division facts up to 12x12.
Year 6 Revision of all times tables and division facts up to 12x12.
Why has the test been put in place?
The DfE says that the check is part of a new focus on mastering numeracy, giving children the skills and knowledge they need for secondary school and beyond. The purpose of the MTC is to determine whether Y4 pupils can recall their multiplication tables fluently (being able to answer times tables questions accurately and quickly, without having to work out the answers).
Multiplication Tables Check: Information for Parents/ Carers
Multiplication Tables Check: Information Video
What is the Year 4 times tables test’s format?
The Multiplication Tables Check is an online, on-screen digital assessment meaning the children will take the test on a desktop computer, laptop or tablet (such as an iPad) at school.
The document below provides information about Multiplication Tables Check Assessment Framework:
Multiplication Tables Check Assessment Framework
The times tables test will be timed, with the entire assessment lasting approximately 5 minutes in total. The children will be set a handful of practice questions to begin with. Following the practice questions, the test itself will comprise of 25 questions.
There will be no "pass mark" (expected standard threshold) and no child will "fail" the test. Multiplication facts will be the only things tested (there will be no testing of children's knowledge of division facts or problem-solving in the check).
Supporting Your Child With Maths At Home
There are a number of ways that you can support your child with developing their mathematical understanding, as well as consolidating learning that has taken place at school.
Times Tables and Number Bonds
Learning and understanding times tables and number bonds is important for all children. Times tables are best learnt when learnt regularly and in short bursts. Your child will participate in a lot of different learning opportunities in school, but there are different things that you can do to support them in understanding their times tables and number bonds at home.
Hit the button – An interactive maths game with quick fire questions to help with times tables.
https://mathszone.co.uk/calculating/hit-the-button-topmarks/
https://www.timestables.co.uk/times-tables-memory.html
There are also a lot of games on Purple Mash which your child has a log in for.
Number blocks videos are great for supporting children in Early Years and Key Stage 1.
Snappy Maths - A good website with a range of mathematical activities across the curriculum.
ICT Games – A range of different maths games for children in the age range of 5 – 8.
Figure This – A number of different maths challenges for the whole family.
https://figurethis.nctm.org/index.html
Primary Games – A range of simple maths games to support children with understanding the maths curriculum.
Practical ideas to support your child at home
Reception
- Could your child listen to different nursery rhymes and songs to develop their understanding of number?
- Using different objects, could your child practise adding one more and identifying one less?
- Could your child count everyday objects around the home?
- Could your child identify different shapes around the house and outside in the garden?
- Could your child have a go at measuring the lengths of different objects in the home?
Key Stage 1
- Can you go on a number hunt and identify different numbers around the environment both indoors and outdoors.
- Whilst cooking, having the opportunity to weigh different ingredients accurately and being supported in reading scales.
- Can you help your child practice counting in 2s, 5s and 10s?
- Using resources to help add and subtract numbers and objects.
- Identify different shapes around the house and outdoors.
- Measuring the height and length of different toys around the house. Could your child measure the heights accurately of the different people that live in their household?
- Tell the time with your child using an analogue clock.
- Practically using money in the home and supporting in shops.
- Use dice to practise adding and subtracting numbers.
- Order days of the week/months of the year.
- Use objects and manipulatives to demonstrate number bonds up to 10 and 20.
Key Stage 2
- Whilst cooking, could your child estimate and measure a range of different ingredients accurately using weight and capacity.
- Time – Can your child create a daily timetable of their day and discuss their routine?
- Tell the time with your child using an analogue clock.
- Could your child create symmetrical patterns when drawing or painting?
- Could your child have a go at completing a sudoku?
- Number fact games – What other number facts can your child create from a certain number sentence, e.g. 6 + 3 = 9?
- Can your child create a dance that includes particular directions and angles?
- Can you go on a mini-beast hunt and put your results into a line graph, bar chart etc?
- Can your child be confident with pocket money? How much more will they need, how much will be left?
Impact
As a result of the education they receive here, children leave at the end of Key Stage 2 equipped, educated and confident mathematicians as gauged from pupil voice questionnaires, parent feedback and data.
As a result of our clear intent and implementation, our end of Key Stage 2 data has been above the national average for several years.
At Roundhay St John’s, we hope that our pupils will leave us prepared for the next stage in their lives with the following:
- Confidence and belief that they can achieve
- The knowledge that maths underpins most of our daily lives
- The ability to recognise relationships and make connections in mathematics
- The flexibility and fluidity to move between different contexts and representations of mathematics
- Quick recall of facts and procedures
- Skills and concepts that have been mastered
- Have a positive and inquisitive attitude to mathematics as an interesting and attractive subject in which all children gain success and pleasure.
