Subject leader: Mr Wells

Mathmatics Teaching and Learning Policy

Intent:

At Trinity Academy we place the greatest importance on the teaching and learning of Mathematics. Mathematics helps us to make sense of our world and participate in modern society. We intend for all pupils leave school with a solid grasp of place value, number and calculations. Pupils will enjoy Maths and see themselves as mathematicians; the real-life contexts for Mathematics will be understood and pupils will have high aspirations for themselves in the subject. Mathematics should be seen as a powerful universal language, which is used to explain, predict and represent events, and to tackle problems in everyday life.

Implementation:

In the Early Years, children develop their conceptual understanding of number through exploratory play. It is embedded throughout the Early Years environment and links are made as they become secure in the understanding of the world. Throughout this journey, children develop their mathematical oracy, for example, discussing one more and less securing their knowledge of basic addition and subtraction. Reception level pupils follow White Rose Hub for their structure and sequencing of lessons and objectives. Nursery and two year olds provision is planned using guidance from Development Matters. The sequence of these lessons is detailed within Foundation Stages long term plans. Work is evidenced fortnightly. This is could be on Dojo or in their maths book using picture evidence. Assessment statements are highlighted on the Foundation Stage Curriculum tracker, to show progression and next steps throughout each term.

Throughout the rest of the school White Rose Maths provides a clear structure for the implementation of Maths as learning is revisited and recapped in a logical and sequential order. All children receive a three-pillared approach to maths, ie three maths experiences per day as a minimum.

Key Stage 1 have engaged with the Mastering Number programme and began delivering this in Spring term 2024. Year 3 and 4 have a strong times table focus to help prepare children for the Times Table Check at the end of Year 4 (See useful links for exactly what the check will look like).

There should be clear use of a concrete/pictorial/abstract approach and children should be moving on from basic fluency in a timely manner. Teachers use pre-topic assessments and their own judgement to ensure that pupils make accelerated progress to applying their mathematical skills. White Rose end of term assessments are completed three times per year and help inform teachers of progress made by pupils and areas which require further practice.

Impact:

Children will leave Trinity Academy Richmond with a clear and full understanding of essential knowledge and of progression within the development of skills and concepts in mathematics, including key numeracy skills and techniques.

  • Children are resilient in their approach to mathematics, and can apply a range of strategies to solve problems.
  • To increase enjoyment and curiosity in mathematics through the use of real life and cross curricular maths.
  • The ability to master the curriculum by applying different skill sets in different scenarios.

Useful Links:

https://whiteroseeducation.com/

Follow the White Rose link to see what the programme and sequencing of learning looks like.

Sumdog – Online Maths Game

Children in KS2 take part in weekly Sumdog challenges. The games are designed to help children learn times tables and develop speed with their mental calculations.

‘Concrete – Pictorial – Abstract’ (CPA) Approach

Follow the link to learn more about what the Concrete – Pictorial – Abstract approach is and how it works to support pupils’ learning.

https://www.timestables.co.uk/multiplication-tables-check/

The times table check can be practised here. It mimics the format of 25 random times table questions with six seconds per question.