St Martin's Catholic Primary School

Implementation 

Our implementation is developed through secure understanding of the curriculum and subject area.  Long term planning follows the National Curriculum 2014 and weekly and daily lessons follow the White Rose Scheme, Numbersense and our school calculation policy. 

Teaching and Learning, Content and Sequence

• By using a variety of planning resources we believe that we provide a teaching and learning experience that is designed to interest, inform and inspire our children. 

• Using prior knowledge as a starting point for all future planning and teaching, we plan lessons which are required for all pupils to make good progress. 

• Lessons are engaging and follow a cycle of planning, to ensure that we can evidence progress over short and long periods of time. 

• Maths lessons are designed with a concrete, pictorial and abstract (CPA) approach, providing our pupils with the scaffolding required to access the learning at all levels. 

• We place a large emphasis on pupil engagement and design lessons which involve all pupils using questioning and modelling at the centre of every lesson. 

• To implement our intent, we ensure that our children are invested in their learning and are making a positive contribution to their lessons. 

Leadership, Assessment and Feedback 

• Assessment informs the teaching and learning sequence, and children work on the year group objectives with scaffolding to build on foundational knowledge. 

• Children who are not making the required progress are given extra support through interventions and support in class in order to meet our INTENT of developing pupils academically. 

• Feedback is given on children’s learning in line with our feedback policy. Formative assessment within every lesson helps teachers to identify the children who need more support to achieve the intended outcome and who are ready for greater stretch and challenge through planned questioning or additional activities. 

• In order to support teacher judgements, children are assessed using current and reliable tests in line with the national curriculum for maths. 

• Analysis of any tests that the children complete is undertaken and fed into future planning. Summative assessments are completed at the end of each whole term and help influence the overall judgement reported to parents in the end of year report. 

• The maths subject leader has a clear role and is responsible for ensuring that the Mathematics curriculum meets the needs of all children in the school.  Working with SLT, monitoring activities and key data is analysed, the impact of initiatives and interventions are assessed and recommendations are made for future actions.

Impact 

The impact of White Rose and Numbersense schemes are monitored continuously through both formative and summative assessment. 

After the implementation of the White Rose and Numbersense schemes within our Mathematics curriculum, pupils should leave school equipped with a range of skills to enable them to study Mathematics with confidence at Key Stage 3. 

A mathematical concept or skill has been mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations. The impact of this is shown when:

• Children demonstrate quick recall of facts and procedures. This includes the recollection of the times tables. 

• The flexibility and fluidity to move between different contexts and representations of mathematics and explain their understanding.. 

• The ability to recognise relationships and make connections in mathematics. 

• Children show confidence in believing that they will achieve. 

• Children show a high level of pride in the presentation and understanding of the work