How is this different to what we did before?

  • Every lesson begins with a lead in story or anchor task. Children are given the opportunity to explore and investigate the problem with a friend and unpick what they need to find before developing a strategy for solving it.
  • Personal journals are used for children to record their thinking, be that a calculation, a drawing or a bar model. These are not marked by the teacher and have given the children the confidence to make jottings and try ideas out without the fear of being wrong. We then encourage through modelling, the recording of a ‘most efficient’ method
  • Children are provided with resources such as Dienes, place value counters, Cuisenaire rods or even just strips of card to fold and manipulate. Children of all abilities will use resources not as a calculation tool but as a way to model their thinking and demonstrate understanding of a mathematical concept.
  • All children are capable of succeeding. In lessons, all children will all have access to an age-related curriculum with differentiation being addressed through scaffolding and the level of depth at which tasks are pitched. All children are exposed to greater depth tasks and have the option to have a go if they feel ready. No greater depth task moves beyond the age-related objective for the lesson, it will simply explore the broader concept.
  • Everyone moves through the curriculum at the same pace. Pupils who find specific concepts more difficult to grasp will be given extra support during interventions before, during and after lessons.
  • The lessons are split into a 40 minute main teaching session, followed by a 15 minute assembly, during which identified children will be part of an intervention group. The final 20 minutes of the lesson take part after the assembly and the children will complete their Maths-No Problem workbooks independently.
  • Aim 2 of the National Curriculum is for pupils to be able to reason mathematically. In order to develop this ability, children need to be able to talk about their mathematics. Children are encouraged every lesson to talk through their reasoning using mathematical vocabulary and with the support of Stem Sentences to help them to structure answers.
  • We cover less content in each lesson but instead, focus on a single concept to explore and understand in depth. Lessons now provide the small building blocks required to develop a genuine conceptual understanding.


Assessment and Feedback

The children are provided with feedback every single lesson through our RAG rating system. We keep track of which children are red, amber or green on a daily basis to ensure that they are all given the opportunity to make good progress through extra intervention sessions and small group work.

Children complete review and revision sections in their Maths No Problem workbooks each time the reach the end of a topic. We carry out termly PUMA tests for each year group and two, half termly arithmetic tests.


What is age-related?

Follow the link to the National Curriculum website here to see what our children are expected to achieve in each year group. Some elements are statutory, others are not but we aim to teach as broad a curriculum as possible.


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