Welcome to

Maths

Mathematics at Castleton

Mathematics is an integral part of everyday life and society: it helps us to make sense of our world. Successes within maths can provide real enjoyment as we realise the power of the subject and the opportunities a good understanding of it can provide. It is a fundamental stepping stone into so many future career pathways. Through mathematics, we encourage our children to have a way of thinking that supports them in so many other aspects of the curriculum and in developing countless other life skills. By equipping them with confidence, knowledge and a range of skills, maths can help children to overcome many of the challenges faced in everyday life.

At Castleton Primary we follow the National Curriculum for Mathematics Key Stage 1 and 2 using the Maths No Problem Scheme of Work and providing additional daily opportunities to develop and practice maths fluency. The Maths No Problem scheme follows the National Curriculum framework to guide children towards a mastery of the subject. By embedding the solid foundations for a deep understanding of mathematical concepts in primary education. We support children on their maths journey and encourage a positive attitude towards mathematics which will them take them confidently into KS3.

Maths No Problem incorporates the use of resources, problem solving and group work, the Maths No Problem Primary Series is child-centred and fun to teach and was assessed by the DfE’s expert panel, which judged that it alone met the core criteria for a high-quality textbook to support teaching for mastery.

Key Information

Maths textbooks and workbooks for years 1 to 6
Based on the evidence-based approach developed in Singapore
Fully aligned with the 2014 English National Curriculum for maths
Complies with the UK’s High Quality Textbook guidance published by the National Centre for Excellence in Teaching Mathematics (NCETM)

Our Vision for Maths

Mathematics Vision Statement

The language of mathematics is international. The basic skills of mathematics are vital for the life opportunities of our children. Our aim is for all children to think mathematically, enabling them to reason, solve problems and assess risk in a range of contexts. At Castleton Primary School, our Mathematics Mastery curriculum has been developed using ‘Maths No Problem’. Alongside this scheme we strive to develop children’s fluency skills through recap and repetition which leads to remembering and retaining, ensuring every child can achieve excellence in mathematics. Children can experience a sense of awe and wonder as they solve a problem for the first time, discover different solutions and make links between different areas of mathematics. It provides children with a deep understanding of the subject through a concrete, pictorial and abstract approach. This ensures children fully understand what they are learning.

Key features of our Maths curriculum:

High expectations for every child
Number sense and place value come first
Focus on mathematical thinking and language
Resources to support
Problem solving is central
Calculate with confidence– understand why it works
Confident with maths fluency

Mathematics Mastery places emphasis on the cumulative mastery of essential knowledge and skills in mathematics. It embeds a deeper understanding of maths by utilising a concrete, pictorial, abstract approach so that pupils understand what they are doing rather than just learning to repeat routines without grasping what is happening.

Aims

To implement the current legal requirements of the Foundation Stage (FS) and the National Curriculum (NC).
To foster positive attitudes, fascination and excitement of discovery through the teaching and learning of mathematical concepts.
To ensure pupils become fluent in the fundamentals of mathematics, developing conceptual knowledge and an ability to recall and apply knowledge rapidly and accurately
To ensure that pupils can reason mathematically and solve problems
For our children to develop independence and motivation, playing an active role in their own learning.
To broaden children’s knowledge and understanding of how mathematics is used in the wider world.
For our children to use and understand mathematical language and recognise its importance as a language for communication and thinking.

Organisation of teaching and learning

KS1 and KS2

Daily maths fluency sessions (mental maths) the focus is to recap, remember and practice clear and concise mental strategies and written methods. This session supports pupils in developing a rich network of mathematical knowledge.

Structure of a MNP lesson

Familiar task
In Focus task (collaborative learning)
Teacher lead learning
Independent Task

Structured intervention may be offered in the form of pre-teaching, ‘Fix It’ groups 1-1 or small group intervention.

Maths Tuition in years 5 and 6

Foundation Stage

In the Foundation Stage (FS), teaching is planned through adult supported teaching and learning. Daily opportunities to informally develop mathematical understanding through child-initiated activities and routines are capitalised upon.

Resources

Each class has a range of recourses to support learning. These are easily accessible for the children so that they can lead their own learning.
Different environments - classrooms, outdoor learning spaces and the hall.
A range of ICT software to support the teaching of specific concepts including TT Rock Stars, NumBots and My Maths.
Maths No Problem scheme of work currently used in years 1 to 6. To introduce into Foundation Stage in September 2022.

Times Tables

Effective understanding and recall of times tables is the foundation of most of the mathematics children will do at primary school and the mathematics curriculum involves children being fluent in number skills. Our times tables practice includes inverse operations, a range of representations and problem solving, which are all vital skills in mathematics. The children are tested weekly and our challenge is linked to TT Rock Stars.

Assessment

In Mathematics assessment is continuous and builds on pupils’ existing knowledge and understanding. From the beginning of every lesson, teachers and teaching assistants will be assessing what their pupils are, or are not understanding and use this to scaffold each segment of the lesson. Interventions will be both planned for and ‘live’, meaning that misconceptions are dealt with immediately and high attaining pupils are challenged appropriately. Pre and post teaching ensures that all children can achieve and are prepared for the following lesson.

Foundation Stage

Reception Class practitioner’s ongoing observational assessments made early in Autumn Term 1 ascertain a baseline which then informs subsequent teaching and learning for each child.
Future attainment is noted using photographs and observational notes. Progress is recorded in each child’s Learning Journey and the next steps to be taken are identified. Progress is monitored termly.
Statutory assessments are made on entry and on exit of the FS.

KS1 and KS2

In the daily mathematics lesson, formative assessments are made on a day-today basis. Practitioners observe, question and evaluate lesson outcomes to further determine progress made and the next steps in learning.
Pre/ post assessments take place for each new unit of work.
Summative assessments are made at the end of each MNP book using MNP Insights a detailed online platform which supports teachers in analysing progress. (usually in Spring 1 and Summer 2. From September 2022 at baseline will also be taken.)
Progress is discussed at ‘Pupil Progress Meetings’ and focus children are indicated.
Statutory assessments are made at the end of each key stage.

Monitoring procedures

The Leadership Team and maths subject leader play a central role in the monitoring and evaluation of the quality of teaching and learning of mathematics in the school.

The monitoring strategy:

Learning walks and lesson observations take place throughout the year.
Monitoring progress of classes and individuals using internal data and pupil progress meetings. (This academic year using MNP Insights)
Book Looks and pupil voice.
Quality CPD for teachers and support staff. (Teacher voice)

Click here to find our Calculations Policies

There are a number of videos which explain the key methods taught using Maths No Problem – these can be found using the following link: https://mathsnoproblem.com/en/parent-videos/

As children’s maths journey begins at Castleton we ensure children are involved in personalised mathematical learning conversations, we provide opportunities for our youngest children to develop their understanding of number and a range of different mathematical concepts. They solve the problems that they face in everyday situations and talk about this with the help of thought-provoking adult questioning. At this stage, children’s reasoning ability and acquisition of mathematical language begins to shine. Learning focuses on the concrete and pictorial representation of aspects as they begin their mathematical journey.

As they progress through school, children explore a range of representations and, at each year group stage, consolidate their understanding of the concrete and pictorial before exploring further the abstract representations of the concepts being taught. Their ever-developing number fluency, accuracy in the use of the language of mathematics and instant recall of key facts allows our learners to access increasingly complex challenges and seek out patterns to develop their reasoning. Eventually, children refine their practice and utilise the most efficient methods when approaching sophisticated, multi-step problem solving tasks. Our classes provide opportunities for children to develop this understanding, to explore misconceptions, to expand their reasoning skills and to problem solve through a carefully considered lesson pathway. Children are guided through varied practice until they are secure. At this point, they are challenged to independently apply a variety of approaches and logical thinking to a range of contextualised, real-world problems and investigations. Within this context, the children understand the purpose behind the need for success in mathematics and have a sense of satisfaction in their achievements.