White Rose Maths Progression Document
White Rose Maths Calculation Policy
At White House Farm Primary School, pupils of all ages will acquire a deep, long-term, secure and adaptable understanding of the subject of maths.
Children in Reception will learn the learn the foundational knowledge - with a heavy emphasis on cardinality and counting, comparison and composition - that they will lean on heavily for future learning in KS1, KS2 and beyond.
During their time at White House Farm Primary School, children will become fluent in the fundamentals, will reason mathematically and solve problems by applying their learning to varied situations with confidence. Children will be confident in the use of concrete resources, pictorial representations and their application to abstract concepts (CPA)
White House Farm Primary School has adopted a mastery approach to maths. The essential idea behind mastery is that all children need a deep understanding of the mathematics they are learning’.
After significant disruptions to school routine, White House Farm Primary School believes that students should not be expected to simply pick up content where they left off. At White House Farm Primary School, teachers planning focuses on securing students’ deep conceptual understanding in key topics which prepare the way for future learning. These are outlined in the DFE's Mathematics guidance: key stages 1 and 2 June 2020 which identifies the most important conceptual knowledge and understanding that pupils need as they progress from year 1 to year 6.
To do this, teachers in both EYFS, KS1 and KS2 use White Rose Curriculum Maps. In Reception, teachers plan daily inputs focused on the EYFS framework supported by White Rose Maths Curriculum maps and schemes of work. In all key stages, schemes of work start with blocks on Place Value, followed by the essential calculation skills children need to succeed in maths. This firm grounding in number gives children confidence and helps them to access the rest of the maths curriculum.
Year group schemes of learning cover at least the expected content for each year group in the National Curriculum as well as supporting the development of reasoning and problem solving and fluency so that all the aims of the National Curriculum are met. Highlighted throughout the schemes are links to the DFE’s “Ready to progress“ criteria.
In addition, teachers support the Mastery approach to teaching with a concrete-pictorial-abstract approach to support children to understand the maths they are learning and to be able to use it elsewhere. Planning breaks the curriculum objectives into accessible parts that build on each other so the learning journey is complete.
What does mastery look like at White House Farm Primary School?
Our definition of deep understanding is that a pupil really understands a mathematical concept, idea or technique if he or she can:
• Describe it in their own words;
• Represent it in a variety of ways (e.g. using concrete materials, pictures and symbols)
• Explain it to someone else;
• Make up their own examples (and non-examples) of it;
• See connections between it and other facts or ideas;
• Recognise it in new situations and contexts;
• Make use of it in various ways, including in new situations
NCETM (2015) adapted from John Holt (1964)
At White House Farm:
- Pupils are taught through whole-class interactive teaching, where the focus is on all pupils working together on the same lesson content at the same time. This ensures that all can master concepts before moving to the next part of the curriculum sequence, allowing no pupil to be left behind.
- If a pupil fails to grasp a concept or procedure, this is identified quickly, and early intervention ensures the pupil is ready to move forward with the whole class in the next lesson.
- Lesson design identifies the new mathematics that is to be taught, the key points, the difficult points and a carefully sequenced journey through the learning.
- In KS1 and KS2 every maths lessons starts with a counting input.
- In a typical lesson pupils sit facing the teacher and the teacher leads back and forth interaction, including questioning, short tasks, explanation, demonstration, and discussion.
- Teachers plan to include a discrete focus on fluency, reasoning and problem solving
- Key facts such as number bonds and addition facts within 10 are learnt to automaticity to avoid cognitive overload in the working memory and enable pupils to focus on new concepts
- Teachers adopt a concrete, pictorial, abstract (CPA) approach to working
- Teachers encourage positive attitudes to mistakes / misconceptions, in discussions and in the learning environment
- Teachers participate in regular book scrutinies, learning walks, planning audits and pupil perception sessions.
- Teachers engage in whole-school professional development.
- The school raises the profile of mathematics – Maths Café and whole-school challenges to motivate children and celebrate their learning.
- The school encourages parental involvement in their children’s maths journeys through school.
- Teachers incorporate social, moral, spiritual and cultural (SMSC) elements in our teaching.
Formative Assessment: Teachers integrate the use of formative assessment strategies such as effective questioning, clear learning objectives, the use of success criteria and effective feedback and response in their teaching.
High quality formative assessment which allows teachers to identify the next steps in children’s learning, allowing them to work with a broad spectrum of mathematically confident.
Summative Assessment: White Rose Maths 'End of Unit Tests', termly PIRA tests, end of year PIRA tests (Year 1) along with teacher assessments provide ‘point in time assessments’ which are recorded on the school’s tracking system.
Moderation: Staff take part in Trust wide termly moderation to ensure that teacher judgements are scrutinised and accurate. In addition, KS1 end of Key stage assessment data is moderated as part of Norfolk Local Authorities Agreement for Monitoring of Statutory Assessment