Implementation

At Healey JIN School we follow the White Rose Maths scheme of work as well as the NCETM resources in the teaching and learning of Maths. Pupils are exposed to fluency through the concrete, pictorial and abstract approach so that pupils understand maths concepts fully. Pupils are exposed to a wide range of models, visual manipulatives and practical resources to develop and deepen conceptual understanding alongside procedural fluency. This in turn, builds the foundation for enabling pupils to understand and apply skills taught in problem solving and reasoning contexts. Our aim is to develop pupils’ deeper understanding, confidence and competence in Maths.

Provision

Lessons have a clear format, beginning with a 4 from before and then moving the session on to the main learning focus of the session with all children moving through content at the same pace through enabling and extending strategies. The teaching of Maths provides children with opportunities for:

• group learning, thinking & learning alongside their peers
• adult guided groups
• paired learning
• whole class teaching
• individual learning

Pupils engage in:

• the development of mental strategies
• written methods 
• practical tasks
• investigational learning
• problem solving 
• mathematical discussion 
• consolidation of basic skills and number facts; maths blasts
• the appropriate use of ICT to support learning

Assessment

Assessment is regarded as an integral part of teaching and learning and is a continuous process being monitored by tracking PIXL assessments. It is the responsibility of the class teacher to assess all pupils in their class. In our school we are continually assessing our pupils and recording their progress. We see assessment for and of learning as an integral part of the teaching process and strive to make our assessment purposeful, allowing us to match the correct level of work to the needs of the pupils, thus benefiting the pupils and ensuring progress. Information for assessment will be gathered in various ways: by talking to the children, observing them, marking their learning, etc. Teachers will use these assessments to plan further lessons. Ongoing assessment relating to the NC statements for each pupil shall be recorded electronically. The children will be formally assessed three times a year to record progress and this progress will be assessed during Pupil Progress Meetings and Inclusion Reviews.