Branston Church of England Infant Academy
'The Best We Can Be'
Branston C of E Infant Academy - Maths
At Branston C of E Infant Academy, we believe mathematics is an important part of children’s development throughout school. It is an essential part of everyday life and, with this is mind, the purpose of Mathematics at Branston C of E Infant Academy is to develop the children’s ability to solve problems; to reason; to think logically and to work systematically and accurately. All children will be challenged and encouraged to excel in Maths. New mathematical concepts will be introduced in a Mastery style using a ‘Concrete, Pictorial and Abstract’ approach; thus enabling all children to experience hands-on learning when discovering new mathematical topics, and allowing them to have clear models and images to aid their understanding. Arithmetic and basic maths skills will be practised regularly to ensure key mathematical concepts are embedded and the children are able to recall this information to more clearly see the links between topics in Maths.
Our mastery approach to the curriculum is designed to sequentially develop the children's knowledge and understanding of mathematical concepts from the Early Years through to the end of Y2. We use the White Rose scheme of work to inform our planning and lessons. Lessons are taught using small steps to build a deep long-term understanding. We regularly use a Concrete, Pictorial and Abstract approach to guide children through their understanding of mathematical processes. The calculation policy is used within school to ensure a consistent approach to teaching the four operations over time. At the start of each new topic, key vocabulary is introduced and it is then revisited regularly to develop language acquisition and mathematical understanding. When appropriate consolidation lessons are used to revisit previous learning and to ensure maths skills are embedded.
We use NCETM’s Mastering Number program to ensure basic maths skills and knowledge are taught regularly, focussing on key areas including place value and the four operations.
When appropriate, a range of reasoning resources are used to challenge all children and give them the opportunity to reason within their understanding.
Formative assessment within every lesson helps teachers to identify the children who need more support to achieve the intended outcome and those who are ready for greater stretch and challenge. Children who have shown their understanding at a deep level within the unit, will have opportunities to apply these skills in a greater depth activity.
Children with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support as necessary. For those children who are working outside of the year group curriculum, individual learning activities are provided to ensure their progress.
Homework is set to develop and review children's learning. Where possible, links are made with other subjects across the curriculum.
As a result of our maths teaching at Branston C of E Infant Academy you will see:
· Engaged children who are making clear progress over time.
· Confident children who can talk about maths and their learning and the links between mathematical topics.
· Lessons that use carefully chosen resources and small steps to support learning.
· A variety of different representations of mathematical concepts.
· Children able to demonstrate a quick recall of age related facts and procedures.
· Mathematical concepts or skills that are mastered when a child can show them in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.
· Learning that is tracked and monitored to ensure all children meet or exceed age related expectations.