Our Maths Lead is Mrs Guy
Teaching and learning Maths at
St Joseph’s Primary School
A brief introduction and profile:
At St Joseph’s our aim is that our children are confident in all the aspects of maths. Our Maths curriculum is planned in line with the National Curriculum to be interactive, practical and enjoyable, giving our pupils the ability to solve a range of real life problems.
Children excel in their learning when their curriculum is carefully structured in a logical sequence, delivering the knowledge they require precisely when they need. When this sequencing is executed effectively, children establish a robust foundation, ensuring they accumulate greater knowledge and retain it over time. A well-structured sequence minimises the possibility of learning gaps and enhances their capacity to realise their full potential.
In the early years, maths is developed through purposeful, play based experiences inside and outside the classroom. Mathematical understanding is developed through stories, songs, games, imaginative play, child initiated learning and structured teaching.
In Key stage 1
In Key stage 1, maths is developed using practical activities, visual representations and resources in order to give the children a deep mathematical understanding of the main mathematical concepts, number and place value, calculation, shape and measure.
In Key stage 2
In Key Stage 2, teaching is planned to ensure that pupils become increasingly fluent with whole numbers and the calculations for the four operations, including number facts and the concept of place value. Pupils learn how to solve a range of problems, including fractions and decimals as well as deepening their knowledge and application of skills within topics such as shape, measurement and statistics.
Assessment @ SJPS
Formative assessment takes place between teachers and children on a regular basis in the form of verbal and written feedback. Teachers identify the achievement of specific objectives and this enables them to have a record of what each child has achieved, and then to assess and plan what the next steps in a child’s learning should be. We use post assessments in number, calculation and fractions units and these help inform future planning and teaching and show progress.
Summative assessments are used at regular intervals towards the end of each term and are used to determine the level at which individual children are working. These assessments are recorded to monitor the progress of children between terms and across the year and to ensure any areas of need are identified for addressing in future teaching.
Some children, for various reasons, do not demonstrate a full understanding or make adequate progress in the area being taught. So children have further opportunity to address gaps in knowledge or understanding , extra time is offered to revisit the learning focus often with a teaching assistant. We call this first response intervention. If children continue to consistently need further support with their maths knowledge and understanding, then we provide target intervention.
Mastery for all
To ensure greater fluency, children revisit important skills regularly and teachers plan sequences of lessons to ensure the children learn in small steps and then get the opportunity to use and apply the skills learnt, therefore mastering their numerical skills.