RILLINGTON Primary School

Mathematics:

At Rillington, we aim to deliver a challenging, well sequenced, mastery maths curriculum which reflects the national curriculum aims for all pupils to become fluent in the fundamentals of maths, able to reason and solve problems. Our maths approach is taught across our school using resources such as White Rose Maths, Testbase, NCETM and NRICH. Through our mathematics approach, we introduce children to the possibilities that maths can open up for them by making real life links and meaningful connections within their learning. We are committed to ensuring that our children enjoy mathematics and experience success in the subject at all levels, so that our children develop an appreciation of maths and raise their curiosity of the subject. 

Implementation:

Our lesson structure

At Rillington, we follow a mastery approach to our teaching and learning of mathematics. This strategy ensures that all children develop deep knowledge, understanding and confidence in the different mathematical concepts. Each day, maths is taught in 2 strands: basic maths and our maths lessons. 

We use the CPR model which provides a creative and innovative sequential approach to learning. Through this approach, children are given the opportunity to develop mathematics proficiency, and are exposed to each area of maths on a regular basis. The regular revisiting and over learning of concepts creates a deeply embedded, connected understanding of all areas of maths.

The CPR model consists of:

Our maths curriculum is split into two strands and taught on a daily basis:

1. Number, place value and calculations
2. Other areas of the maths curriculum 

The spiral curriculum approach provides regular opportunities for all children to revisit and practise previously taught knowledge and skills which means that children are more likely to retain their learning. 

Each concept is taught each term with opportunities for consolidation and building on prior learning. ​

​Each class teaches the same maths concept at the same time. using our long term plans:

Number, place value and calculations long term plan

Other areas of the mathematics curriculum long term plan

We have ensured where possible that the skills and knowledge learnt in the ‘number’ lessons are reflected in the second session of the day, for example, learning adding and subtracting alongside calculating the perimeter of shapes.​

This is used to ensure that children are given opportunities to develop their fluency and understanding of mathematical concepts within a daily session. During this time children are provided with teacher modelling and scaffolded support with manipulatives, pictoral representations and partner talk time. They also have opportunities for fluency, reasoning and problem solving in both sessions.

 Lesson structure overview:

Our maths lessons begin with a recall of prior learning and an opportunity to address misconceptions. We then introduce the stickability knowledge for the learning objective and ensure that children are confident using any new linked mathematical vocabulary. We engage in teacher modelling using worked examples before allowing the children to have a go at a similar example, usually whilst working in pairs or small groups. Scaffolds and support are put in place where appropriate, through use of manipulatives, working walls or adult support. In all of our maths lesson, children have the opportunity for independent practise, through varied fluency reasoning and problem-solving questions.

Mathematic arithmetic skills:

All children take part in a maths arithmetic skills session, which consists of a 15-minute daily slot. This session develops children’s arithmetic skills and is tailored to meet the needs of each year group using personalised arithmetic material, flashbacks (White Rose maths flashback reviewing previous learning) and multiplication tables practice. Children and teachers mark work together during the session and discuss different strategies and approaches:

Here is an example of our basic maths session:

Our working walls:

Our working walls are consistent in each classroom and display each classes' progressive teaching sequence, displaying our learning objectives for the week for both of our maths strands. 

Within our lessons we use sentence stems to support children with their communication and clarification of mathematical conceptual ideas or generalisations. Using a common language to articulate also encourages the use of accurate mathematical vocabulary. This all forms the basis of our ‘stickability’ collections, which are used to display useful, conceptual information that children can refer to by using their working walls:

We enrich and extend learning by using our 'Rillington challenges' which encourages children to explore mathematically, with all children being appropriately challenged. All children are given the opportunity to work at greater depth. 

Times Tables Rock Stars:

Every child at Rillington from Year 1 – 6 is given a TT Rock Stars login for their own personal account. In EYFS children access NumBots. TT Rock Stars is a fun and challenging programme designed to help children master their multiplication tables in an enjoyable and engaging way. Children are encouraged to access this for at least 5-minutes every day, either at home or during their time in school when opportunities are provided by their class teacher. Being competent, confident, and accurate with multiplication tables is vitally important for children as it underpins their success in the calculations that they are required to complete, whilst also being widely applicable across the mathematics curriculum. By year 4, children are expected to be confident in the multiplication tables up to the 12 times table, in preparation for their statutory multiplication check.

We acknowledge and reward individual achievements on TTRS in our weekly celebration assembly.

Interventions:

Appropriate and targeted interventions are planned and delivered across the school.

1^st Class @ Number supports the national curriculum for mathematics and raises mathematical attainment. The interventions are delivered throughout the week to specific targeted groups and has been proven to increase enjoyment and engagement in mathematics. Success@Arithmetic is a calculation-based intervention aimed at pupils in Key Stage 2 who have difficulties with arithmetic proficiency and need support to improve their understanding of number and written calculation skills. It helps them to make faster progress and to catch up with their peers through a mastery approach.

Here’s what our children say…

“I love maths!” Santino Year 1                         “I really enjoy the challenges that we are given.” Libby Year 2                    “I like working with my partner to solve problems” Rory Year 2       

Maths newsletter:

Calculation policies: