Subject Lead: Miss Liebmann
At Meadlands, we are passionate about teaching Maths. Of course we want our pupils to have a secure understanding of the national curriculum, but more importantly we want to develop and grow mathematicians, who love and get excited by maths, who are able to use their new learning across the curriculum and see how it can be used in real life. Through our maths lessons, we aim to develop pupils who aspire to be challenged and are independent learners continually pushing themselves.
The national curriculum for mathematics aims to ensure that all pupils:
At Meadlands, maths lessons are taught daily, with pupils learning in mixed-ability year groups. We follow the National Curriculum for Maths and use the White Rose maths scheme which uses a Maths Mastery approach to teaching. In this approach all pupils are taught the same mathematical topic and content together, there is no acceleration of learning onto newer content. Our approach to teaching a topic this way allows our pupils to grasp a new concept and apply their new learning to reasoning and problem solving activities. It also provides less confident mathematicians time to develop a really secure and solid foundation of basic understanding. At the end of each block, pupils will complete an end of unit assessment. This will demonstrate what they have mastered and, of course, identify any whole class or individual misconceptions that need to be addressed.
Teaching for mastery: What does mastery maths mean?
Since mastery is what we want pupils to acquire (or go on acquiring), rather than teachers to exhibit, we use the phrase ‘teaching for mastery’ to describe the range of elements of classroom practice that give pupils the best chances of mastering mathematics. Mastering maths means acquiring a deep, long-term, secure and adaptable understanding of the subject. At any one point in a pupil’s journey through school, achieving mastery is taken to mean acquiring a solid enough understanding of the maths that’s been taught to enable him/her move on to more advanced material.
Mastery of mathematics is something that we want pupils – all pupils – to acquire, or rather to continue acquiring throughout their school lives, and beyond.
Alongside our maths lessons, we also run booster sessions which can be before or during school. These are led by either the Class Teacher or Teaching Assistants and are made up of pupils who share similar mathematical misconceptions. The sessions run for a short duration, with the aim of helping develop pupils' understanding of one simple identified area. We have had much success with these and this is just one way we make sure all children are given the opportunity to succeed.
Another method we use to support our less confident mathematicians is 'pre-teaching' new skills and concepts. These sessions normally last for 15 minutes and are run just before the whole class teaching. This allows the class teacher to introduce new concepts, skills and language to a small group of pupils to develop their understanding and confidence before the main teaching.
Key Skill - Fluency
At Meadlands, we understand that if pupils have a quick and efficient recall of number and times table facts, this will support their grasp and understanding of new concepts and procedures. Therefore we place emphasis on the learning of key number facts and times table facts through two avenues:
Key Instant Recall Facts
Key Instant Recall Facts (KIRFS) are designed to support the development of the mental skills that underpin much of the mathematics work in school. They are particular useful when calculating be it adding, subtracting, multiplying or dividing.
Each year group is allocated up to six facts to focus on throughout the year, in line with age related expectations. Time is dedicated at least twice a week, possibly in smaller bursts to ensure the KIRF is practiced and learnt so our pupils grow in confidence to recall their facts instantly. Each half term, children will be assessed on their year group KIRF. Each pupil has their own Meadlands KIRF Passport which details their score and whether or not they have mastered the KIRF. Pupils who do not achieved their KIRF will continue to work on it in until secure.
Times Table Targets
To motivate our children to learn their times tables an award system is used which involves the opportunity to earn Bronze, Silver, Gold, Platinum and Diamond certificates. The certificates link to the times tables the children are expected to know at the end of set year groups, as set out by the National Curriculum. In order to receive a certificate, children need to complete a timed times table test and get the majority of answers correct. Each pupil has a Times Table target card in the back of their maths book, which details their current times table target and which times table awards they have achieved.
As Maths Leader, I continually monitor teaching and learning throughout the school and develop my own understanding of what we can do to make maths even stronger. Our end of key stage data is significantly above national and demonstrates the upward journey that Meadlands is on.
Key Stage 1 data
Key Stage 2 data
A general site that then gives you access to a range of online games and challenges:
A Year 5 favourite:
These sites allow you to work on specific tables: