Lime Walk Primary School

In order to improve our approach and further improve the quality and consistency of our maths teaching, we have implemented White Rose Maths.

We recognise the value of making a coherent journey through the national curriculum and each year group follows a medium term plan where small, cumulative steps build a solid foundation of deep mathematical understanding. Formative assessment is threaded throughout both each lesson and unit of work; and appropriate revisions to planning are made by the class teacher to ensure all lessons are tailored to best meet the needs of their children.

It is essential that children have a deep understanding of the most important elements that underpin the mathematics curriculum so that there is consistency and continuity as children move from one year group to the next. Therefore, if necessary, time may be weighted towards those objectives set out in the ready-to-progress criteria (non-statutory guidance provided by the Department for Education, created in partnership with the National Centre for Excellence in the Teaching of Mathematics).

In order to meet our aims above and the requirements set out in the EYFS framework and the Primary National Curriculum, we will implement the following:

• Teachers reinforce an expectation that all children are capable of achieving high standards in Mathematics.
• Teachers promote positive learning characteristics through the use of White Rose Maths
• To develop secure and deep conceptual understanding, staff plan for the use of concrete resources, varied representations and structures
• The vast majority of children progress through the curriculum content at the same pace
• Regular and ongoing formative assessment informs teaching, as well as intervention, to support and enable the success of each child
• Summative assessments take place at the end of a unit and termly and planning is adjusted accordingly
• Children’s attainment and progress is discussed by teachers and pupil achievement leaders and if progress is not made, support is immediate and steps provided
• Children’s attainment and progress is discussed with parents/carers during parents evenings 
• Adaptation is achieved by emphasising deep knowledge and through individual support and intervention. It is seen through the concrete resources used, and/or the reliance on the representations and structures within a lesson to help embed a mathematical concept. All children are expected to be exposed to age related expectations and staff allow the time to plug gaps children may have in a particular area of mathematics. Staff understand what age-related expectations and mastering looks like for each objective and plan for how their children will get there. In order to meet the needs of all pupils, children working at a greater depth of understanding within an area of mathematics have ‘going deeper’ opportunities planned by staff
• Success criteria are set out in each session in order to guide children to achieve success
• Provision will be made for children who are not making the expected level of progress through I.P.Ps and interventions
• Teaching that is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge
• Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts
• Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up. Children’s explanations and their proficiency in articulating mathematical reasoning, with the precise use of mathematical vocabulary, are supported with teachers placing a strong emphasis on the correct use of mathematical language
• The curriculum time for mathematics is followed by all staff and each child receives a daily session which is then consolidated through the enhancements in the learning environment

By the end of each key stage we aim for children to be fluent in the fundamentals of mathematics with a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. They should have the skills to solve problems by applying their mathematics to a variety of situations with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios. Children will be able to reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language

• Children are happy learners who talk enthusiastically about their learning and eager to further their progress in maths
• The impact of ‘mastery’ and the emphasis on accurate use of mathematical language is evident during class/pupil discussions
• Children’s fluency in number is evident in arithmetic
• Consistent teaching practices effective for pupil progress long term are evident across school
• Cross-school moderation highlights the level of challenge for all ability groups
• Teacher assessment of the depth of learning is increasingly accurate.