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Pocklington Community Junior School

Mathematics

 

At Pocklington Junior School, we are committed to ensuring that every child receives a high-quality mathematical education which allows them to apply their learning in the real world. We believe that pupils should develop a lifelong passion for maths; our goal is to provide an enjoyable yet challenging experience for all learners.

Intent

Our key principles:

Varied fluency, reasoning, and problem-solving are embedded within our mathematics curriculum.
A mastery approach is followed wherein pupils are supported to understand through the use of concrete, pictorial and abstract representations.
We believe that all pupils should be taught to approach new questions in creative ways with resilience and a growth mindset.
We want pupils to celebrate their mistakes and see them as an integral part of their learning journey and they enter the classroom everyday with a ‘can do’ mentality.

Implementation

A typical classroom at Pocklington Juniors:

Pupils being taught in single year groups within mixed ability classes.
Opportunities for fluency practice in every lesson to encourage pupils to develop their mental strategies and explore the efficiency of different methods.
Regular practise of the key concepts using mini-whiteboards so that the teacher can continuously assess and support understanding.
Concrete manipulatives are accessible in every classroom and are available for pupils to use as directed or independently.
During their learning journey from Year 3 – 6, pupils will develop their written calculation methods in alignment with the Calculation Policy, founded in principles of CPA progression.
Opportunities for pupils to experience and practise reasoning and problem-solving skills in every lesson, either as a whole class, in pairs, groups or independently.
Challenges are encouraged for pupils to delve deeper into their learning of key concepts.
Pupils are exposed to mathematical vocabulary and are expected to use this when APE-ing their answers (answering, proving and explaining).
Teachers and Teaching Assistants circulate classrooms and actively respond, challenge and support pupils with their learning.
Working walls display key and prior learning to remind pupils of concepts, vocabulary and a variety of concrete, pictorial and abstract representations.
Additional time, outside of the maths lesson, is given to teaching and learning multiplication and division facts through the Times Table Rock Stars programme, using both the paper and online formats.
Pupils will recap and consolidate the four operations through daily Flashback 4 quizzes or ‘4 Operation’ quizzes which help pupils to rapidly recall key mathematical facts and procedures.
Pupils enjoy maths lessons and are engaged.
Outside of maths lessons, pupils have opportunities to apply the maths skills they have learnt in other subject areas, such as Science, allowing them to see how maths is connected to other curriculum areas and how it applies to them in the real world.

Planning

We follow the White Rose long term plan to ensure coverage and progression of skills within and across year groups
The national curriculum objectives are broken down into ‘small steps’ to check for understanding before moving on
Tasks are provided for pupils to work on the skills for that lesson alongside appropriate concrete or pictorial resources which pupils can choose to use to support them in their learning
SEND pupils predominantly cover the curriculum content of their year group. In cases where they are working significantly below their year group, they will learn at the correct level for their understanding but this will be matched closely with the overall objective for the whole class. Learning will be supported through the use ofmodels, scaffolding, worked examples and concrete manipulatives. Formative and summative assessment will inform the core skills prioritised and gaps which may need to be addressed. Teacher and Teaching Assistant support will be ensured for these pupils.
High prior attainers are challenged to explore their understanding in greater depth through investigations, reasoning, problem-solving and open-ended tasks which are designed to extend.

Monitoring of learning

Live feedback during lessons – verbal and written
End of Block White Rose assessments
Termly NFER Assessments/Mock SATs papers for Year 6
Pupil Progress Meetings
Learning walks
Subject leader and senior leadership monitoring
Subject leader and senior leader data analysis and identification of areas of cous
Pupil voice

Impact 

Children confidently demonstrate fluency in their mathematics
Children see their mistakes as learning opportunities and demonstrate a growth mindset
Children are engaged in their mathematics learning and relish the opportunity to learn in lessons
Children are able to understand and use mathematical vocabulary to support them in their reasoning ability