Maths

Maths Curriculum Intent

Mathematics Curriculum Intent Giles Junior School

“The study of mathematics, like the Nile, begins in minuteness but ends in magnificence.” Charles Caleb Colton

At Giles Junior School, we believe Mathematics is a rich and immersive subject, where it is crucial to have a deep conceptual understanding of fundamental building blocks to allow numerous links between concepts to unlock learning across the whole curriculum. Mathematics is a crucial part of the learning experience at Giles Junior School and children are given a variety of opportunities to strengthen their understanding, including:

• Whole class structured daily lessons
• Independent time to solve problems
• Fluency sessions to overlearn facts and help them stick
• Cross curricular learning, with links in Science and Art

Maths Lessons

All children take part in lessons which last between 45-60 minutes for a minimum of four times a week. Throughout the week, the children have the opportunity to develop their understanding by using concrete resources to foster a deep understand of our number system and the way place value is constructed. We use the HfL Essential Maths Planning as a structure to allow progression and building on ideas using key models, concepts with consistent vocabulary.

• Variation is used to develop fluency, in addition to stretching our learners to solve more complex and unfamiliar problems.
• Classrooms have resources which can be accessed every lesson for those children who need it to deepen their understanding, make links, support or strengthen their learning.
• Mathematical enquiry is encouraged and speaking frames often support children’s reasoning skills.

Assessing Mathematics

Diagnostic tests are used three times a year to support teachers when identifying gaps in learning which can be addressed through the daily fluency sessions (see below) or further teaching either to the whole class or specific groups.

Interventions

Developing positive attitudes towards Mathematics is a priority at Giles Junior. Learning from mistakes and “getting out of the learning pit” is something we regularly celebrate in lessons.  Where learners have gaps in their learning this addressed through a range of strategies which allow pupils to catch up and keep up.  Interventions might be:

• Swift intervention and corrections during the lessons
• Mid-lesson catch ups for groups requiring further scaffolds
• Group teaching prior or post lesson
• Whole class teaching of a concept the same o following day
• Building specific elements into fluency sessions for future teaching

It is rare that pupils are withdrawn from lessons to have additional interventions although there are occasions where this is a agreed as part of a provision plan agreed with the pupil and parents.

Fluency Sessions

These are brief 10-15 minute refreshers on key learning are taught three times a week.  They adapted to suit the needs of the class and encourage children to feel successful by overlearning simple, yet crucial facts.

Home Learning

Children have access to Times Table Rockstars which allows them to rehearse and retain these essential key facts.