Maths Within The Moorsway Federation
Intent
We strongly believe that all children can learn and flourish in mathematics. Adopting a mastery approach, we ensure that every child, including those with Special Educational Needs and Disabilities (SEND), can access and engage with the learning in the classroom. This approach supports all pupils in developing a clear and deep understanding of the mathematical concepts being investigated.
Our aim is to provide children with a profound grasp of mathematical ideas, building their confidence to tackle a wide range of mathematical problems in the wider world. We encourage our learners to persevere when they encounter challenges and to reflect on their mathematical decisions, transforming them into the best mathematicians they can be.
By fostering a supportive and inclusive environment, we aim to inspire a lifelong love for mathematics and equip our pupils with the skills and resilience needed to succeed.
Implementation
We aim to provide a comprehensive and cohesive mathematics education that begins with the Early Years Foundation Stage (EYFS) and continues through Key Stage 1 (KS1) and Key Stage 2 (KS2). We utilize the White Rose Curriculum as a foundational guide to ensure structured progression and sequencing for our pupils. This approach guarantees consistency across our federation and supports our staff in delivering high-quality maths education.
Our lessons are enriched with a variety of resources and representations from multiple sources, including NCETM (National Centre for Excellence in the Teaching of Mathematics), NRich, and Mastering Number. These resources help build the children's knowledge and skills through diverse question styles, fostering a well-rounded mathematical understanding.
We are committed to helping pupils develop a deep and confident grasp of the yearly objectives, preparing them effectively for the next stage of their education. Our Quality First Teaching aligns with the three core aims of the National Curriculum for mathematics:
Through this structured yet flexible approach, we aim to nurture confident, capable mathematicians who are ready to progress and succeed in their mathematical journey.
Impact
Them Erme and Cornwoods planning follow the White Rose overviews and are adapted for our unique class structures. Planning is adapted constantly for the requirements of the children based on Assessment for Learning (AfL).
Prior to starting a new unit a short Elicitation task may be used which is linked to the Ready to Progress statements and previous learning if this unit was taught in a previous year. This provides teachers with evidence of where children are and enables misconceptions to be addressed through various methods eg. pre teaching, interventions, starters. AfL happens within all lessons and children are able to move onto more complex tasks where needed this ensures that all children are able to make progress within the lessons. Summative assessments are used at the end of units of work and end of term assessments.
Shaugh Prior
Due to the unique whole key stage classes, Class 1 and Class 2 do not follow White Rose overviews. EYFS in Class 1 follow Mastering Number alongside the shape unit of White Rose, year 1 and 2 follow Mastering Number alongside the White Rose overviews. Class 2 do not follow the White Rose Overviews for mixed aged planning. Instead, the Maths Lead, Code Hub advisor and class teacher have structured a bespoke overview to ensure that all pupils are able to access the lessons and receive quality time with the teacher. The bespoke overview is strongly linked to White Rose small steps and pupils will access some of the same activities from White Rose in line with the other two schools as well as additional activities to support their learning.