At SCCPS and Nursery, Fluency, Reasoning and Problem Solving are embedded within each unit across all year groups. We aim to support the development of reasoning and problem solving alongside fluency to ensure challenge and ambition for all pupils.

KS1 and KS2

White Rose Maths Scheme

We use and adapt the White Rose scheme of work, which sets out a progression for learning based on the belief that, given the right opportunities, every child can succeed in Maths. This is termed a Mastery approach; children develop a deep understanding of mathematical concepts, creating a solid foundation on which to build future learning.

Help for parents

White Rose Maths have teamed up with Michael Underwood, creating a mini-series called ‘Maths with Michael’. Here you will find videos and parents guides, including printable resources, to help you understand how we teach maths and why we use the resources and strategies that we do.

Please go to the White Rose Maths website, where you will find the link under the parent tab, or you can follow this link

Maths with Michael | Michael Underwood | White Rose Maths

Units of work

Maths is taught in units, to help support pupils to be able to perform simpler tasks so they can then move on to perform more complex tasks. (For example, we cannot expect pupils to add two numbers together before they understand what each individual number represents.)

Within each of these units there are ‘small steps’ which are again sequenced in order of difficulty and dependency.

Lessons

During lessons children will practise

• Key Instant Recall Facts (KIRFs). These are designed to support the development of the mental skills that underpin much of the mathematics work in school. They are particularly useful when calculating (adding, subtracting, multiplying or dividing) Please see KIRFs link for further details 
• RFL. This is a daily starter activity consisting of one question each from a topic covered last lesson, last week, two or three weeks ago and last term or last year. This is to encourage children to revisit learning and to aid the quick recall of previously taught knowledge and skills.
• Central to our mathematics teaching is the CPA approach (Concrete-Pictorial-Abstract sequence). Manipulatives (or resources) are accessible for all children in every classroom to use as directed or independently. This approach helps pupils understand mathematics and to make connections between different representations.

• Children are encouraged to use the correct mathematical vocabulary and use sentence stems to help shape their answers and explain their reasoning. Working walls are used to support learning and include key vocabulary and useful strategies.

• Within and across lessons children will use; Fluency – pupils understand and can apply the fundamentals of mathematics in a variety of situations; Reasoning – pupils follow a line of enquiry, conjecture ideas, and develop an argument, justification or proof using mathematical language; Problem solving – pupils apply their skills to a variety of problems, breaking them down into smaller steps and persevering to find a solution.

• Instant assessment and feedback are given by adults through 'Helicopter Marking' and teaching is then adapted when needed.

Additional practise in KS2

In KS2 we do daily times table practice. It is important that children develop automaticity in multiplication and division facts as this helps relieve cognitive load and develop pupils’ confidence to achieve success.

Additional Practise in KS1

Alongside White Rose Maths, we also follow the Mastering Number Programme for Reception, Year 1 and Year 2. This helps develop pupils’ fluency with and understanding of number to build firm foundations for future success in maths.

EARLY YEARS 

Four Mastering Number sessions are planned, delivered and assessed a week. Each session lasts 10-15 in KS1 and 45 minutes in Reception and exposes all children to key mathematical concepts so that they can be explored together, as a class. During each session, adults assess which children need further opportunity to consolidate the new learning. These children then work in a small focus group to ensure they are ready for the next session. Enrichment opportunities are planned to enhance the children’s continuous provision and are also built into their daily routines.

The fifth maths session of the week focuses on teaching Shape, Space and Measure. The outlined progression is informed by the research conducted by the NCETM https://www.ncetm.org.uk/in-the-classroom/early-years/. We cover 3 areas of early mathematics learning (Pattern, Shape and Space, Measures) which collectively provide a platform for everything children will encounter as they progress through their maths learning at primary school, and beyond.

Four Mastering Number sessions are planned, delivered and assessed a week. Each session lasts 10-15 in KS1 and 45 minutes in Reception and exposes all children to key mathematical concepts so that they can be explored together, as a class. During each session, adults assess which children need further opportunity to consolidate the new learning. These children then work in a small focus group to ensure they are ready for the next session. Enrichment opportunities are planned to enhance the children’s continuous provision and are also built into their daily routines.

The fifth maths session of the week focuses on teaching Shape, Space and Measure. The outlined progression is informed by the research conducted by the NCETM https://www.ncetm.org.uk/in-the-classroom/early-years/. We cover 3 areas of early mathematics learning (Pattern, Shape and Space, Measures) which collectively provide a platform for everything children will encounter as they progress through their maths learning at primary school, and beyond.

These documents outline how Shrewsbury Cathedral Catholic Primary School and Nursery plan their delivery of Maths across the phases ensuring coverage of the National Curriculum. They may be used to help you understand at what stage your child is at, to support your children's progress and learning and as a point of reference for you on our implementation of an inclusive curriculum.