At Lincoln Gardens we recognise the importance of maths in our daily lives and we help our children to:
- Learn the skills of number, geometry and measure that can be used in everyday life and developed later for the specific demands of a particular career
- Develop problem-solving and reasoning skills that are so vital in day-to-day life
- Develop thinking skills – an invaluable skill in every subject area.
With maths at Lincoln Gardens, we provide:
- A consistent whole-school approach. A structured and coherent mathematics curriculum for the whole school helping us to deliver a high-quality mathematics education to every child.
- High expectations for all. Underpinned by the ambition for all children to excel and develop a sense of excitement about mathematics.
- Fluency with number. Strong emphasis is placed on developing quick and accurate number skills.
- Deep understanding. Using a powerful learning system of concrete objects, actions and vocabulary, a solid understanding of maths is developed from the earliest stages, leading to strong reasoning and problem-solving skills.
Aims of teaching mathematics
- To promote enjoyment and enthusiasm for learning, through practical activity, exploration, discussion and reasoning.
- To enable each child to develop within their capabilities; not only for the mathematical skills and understanding required for later life, but also an enthusiasm and fascination about maths itself.
- To increase children’s confidence in all areas of maths so they are able to express themselves and their ideas.
- To develop the ability to solve problems through decision-making and reasoning in a range of contexts.
- To develop the practical understanding of the ways in which information is gathered and presented.
- To explore features of shape and space and develop measuring skills in a range of contexts.
- To understand the importance of maths in everyday life.
- To be able to work independently and collaboratively.
In the foundation stage, maths is structured into 6 blocks throughout the year-one block for each half term. It focuses on one or more of the strands. The strands link to the EYFS profile. The strands include counting, number, writing, calculation, shape, position, sorting and data, measure and problem solving. The planning consists of weekly plans where the main teaching is repeated throughout the week to enable the children to meet a set of end of week objectives. These build block by block over the year ensuring the children make steady progress towards achieving the end of year objectives.
To provide adequate time for developing and applying mathematical skills, each class teacher will deliver a daily maths lesson. This may vary in length dependent on the lesson content, learning outcomes and age of the children. Usually they last for about 45 – 60 minutes.
Some children will receive extra time throughout the day/week. This could be through same day intervention (SDI). SDI is a targeted intervention for children who have struggled to understand the learning of that day – they will then receive more work on this either on a 1:1 basis or in a small group. Children might also be part of a weekly maths intervention with focuses on specific areas that they find challenging. These groups are reviewed regularly and changed according to the needs of the children.
A typical lesson
A typical 45 to 60 minute lesson in Year 1 to 6 will be structured like this:
Daily practice (about 10-15 minutes)
This will involve whole-class work to rehearse, sharpen and develop mental and oral skills. This may also take place discreetly at other times during the day.
The main lesson
This will include teaching input and pupil activities and a balance between whole class teaching (direct instruction), group work, paired work (partners A and B), and individual work.
Children will be given different starting points depending on their needs. Not all children will access the main teacher input – they might start their activity straight away. All of this will be down to the professional judgement of the teacher at the planning stage (assessments will inform this)
A review of learning (about 10 minutes)
This will involve work with the whole class to sort out misconceptions, identify progress, summarise key facts and ideas and what to remember, to make links to other work and discuss the next steps. A mini review may occur at any time during the lesson.
In maths lessons, pupils engage in:
- The development of mental strategies
- Written methods
- Practical work
- Mathematical discussion and reasoning skills
- Consolidation of basic skills and routines
- Test style questions to develop their own independent test craft
We endeavour to set work that is challenging, motivating and encourages the pupils to talk about what they have been doing. We achieve this in maths by teachers and teaching assistants providing support to respond to each child’s individual needs.
Children are set at least one piece of homework a week. This could be work that focuses on the weeks learning to consolidate the learning. It could be a maths game to encourage parental engagement at home with a fun element or it could be learning key facts for their year group.
Assessment will be used to inform teaching in a continuous cycle of planning, teaching and assessment.
Short-term assessment will be an informal part of every lesson to check the children’s understanding and give teachers information, which will help them to adjust day to day lessons plans.
Half-termly tests are used to capture a snap shot of pupil attainment. The teachers use the outcomes to track progress and analyse any gaps in learning. The outcomes are used by teachers to know what mathematical skills need to be taught or reinforced.
SLT monitor the progress that each child has made and discuss with teachers at pupil progress meetings. Teachers are expected to give reasons if progress has not been made and what can be done to ensure the progress is happening. Where additional support is needed this is planned. Interventions are discussed and a review of the previous half termly interventions take place.
The new National Curriculum no longer uses levels to measure children’s attainment and progress. Each year group now has a set of standards that children are required to work towards achieving by the end of the year. At Lincoln Gardens we assess children as to whether they are Emerging (E), Developing (D) or Secure (S) within that standard. We monitor progress against the year group standards to ensure that children are on track to secure by the end of the year. A child is not considered secure until they are at the top of the securing standard. The expectation is that children do not move on to the next year group standard but broaden, use and apply their knowledge and understanding