Maths

Developing Young Mathematicians

We recognise that maths is a fundamental skill that we can teach our pupils that underpins their entire learning journey. Successful readers access curriculum content more effectively. We dedicate significant teaching time to maths daily. The intention of our mathematics curriculum at Penponds is to build the foundation of numeracy knowledge and skills that children require to successfully access the next stage of their education. It intends to develop fluent mathematicians who can recall number facts, handle large calculations efficiently, solve complex problems logically and make links between their maths and the wider world.

Through repeated practice, modelling and carefully planned small step progression we aim to develop long term memory of mathematics skills and knowledge. To support the progressive teaching of maths through the phases (EYFS, KS1, LKS2 and UKS2), carefully selected manipulatives and calculation strategies are intended to be used. Our intention to scaffold children’s mathematical language, explanations, vocabulary, facts and strategies, sentence stems and repeated ‘my turn, your turn’ are used.

Our ‘Challenge’ approach intends to extend children to deepen understanding, whilst our approach to marking (assessment, reporting and reporting), at table guided teaching and use of daily distance marking sheets, intends to help children tackle misconceptions and practise further.

Committed, specific time to the teaching of number facts outside the main lesson time,  intends to promote automaticity (fluency in number facts and good number sense). In EYFS and KS1, this is supported with the NCETM programme, Mastering Number at Reception and KS1 and the EYFS/KS1 version of the 99 Club. In KS2 this is supported by KS2 version of the 99 Club and White Rose Flashbacks.

See below the Maths document - this includes progression for Maths and Calculation Strategies.

Agreed Teaching principles for Maths

  •  Innovation is led by Maths HUB research base and disseminated by Maths Lead
  •  Progressive, phase-related vocabulary should be taught and used explicitly
  •  Progressive, consistent manipulatives are modelled daily to support learning
  • Tasks to challenge and deepen strands of learning are planned
  • CPA (concrete-pictorial-abstract) approach is built on within the lesson
  • Planning should be in small steps that build within the lesson and throughout the unit of work
  • Learning is recapped and taken back to start (where necessary)

Teaching Approaches for Maths

● Progression and planning supported by NCETM and White Rose (EYFS) and Hamilton Brookes Maths (Year 1-6)

● Daily fluency development – NCETM and 99 Club (EYFS and KS1); 99 Club and Flashbacks (KS2)

● TT Rockstars and Sum Dog are used in school and for home learning

● Use of sentence stems and Maths Vocab Word Clouds are used to support children’s mathematical explanations

● My Turn Your Turn approach to practise key mathematical terms

● Main calculation methods are used to build efficiency. Progressive Calculation Strategy is used if alternative

methods are needed.

● Number fluency is explicitly taught at EYFS and KS1 with the use of the Rekenreks,

Hungarian Number Frame (Dice) and Tens Frames

● Number fluency is built on across KS2.

● Maths lesson structure frames are used:

1. Arithmetic starter -  four operations + previous lesson focus

2. What I learnt yesterday

3. Vocabulary for today’s lesson (Word Cloud)

4. Introduce today’s learning focus

5. Teach small steps

6. Model how to answer and use of manipulative and resources

7. Practise small step

8. Check for understanding

9. What do I need to remember today to help me? Working Wall

10. Practise lots – Teacher led guided group; Support Staff guided group; Independent of an adult groups;

Questions/activities are progressive.

11. Review what we have learnt today

 

How do we measure the impact?

  • Weekly quiz results – 99 Club, TTRS scores
  • Daily in the moment feedback (Adult guided teach at table groups); Daily Distance Marking (Independent of an adult groups)
  • Challenge – to extend learning
  • Summative Standardised tests: NFER and SATs
  • Hamilton Brookes End of Unit Assessments

The 99 Club

The 99 club has been developed to help raise standards in Mathematics by encouraging children to improve their mental maths, fluency and therefore increase the speed and confidence they tackle mental maths problems in Mathematics sessions, across the curriculum and in day-to-day life. 

All children have one opportunity per week to complete the next level. This is done at the same time across the whole school on Friday mornings.

All children from Reception to Year 6 are encouraged to have a go each week.  All pupils start on the 11 club and work their way up. When they move from one club to the next, the number of questions that children are expected to answer will increase by 11. 

There are 3 quizzes per level, A, B and C. Children must pass all - A, B and C, before moving on to the next club. Children are given 10 minutes to complete each quiz unaided.

There are two clubs across the school - EYFS and KS1 99 Club and the KS2 99 Club

EYFS and KS1: 

We aim for Reception children to have achieved up to the 33 club by the end of Reception, beginning the club in the summer term of Reception.

We aim for Year 1 children to have reached at least the 88 club by the end of Year 1. 

We aim for Year 2/KS1 children to have achieved Gold Club by the end of KS1.  

KS2: 

We aim for Year 3 children to have achieved 77 Club level by the ends of Year 3

We aim for Year 4 children to have achieved Silver level by the end of Year 4 and to pass the National Multiplication Timestable Check. 

We aim for all children to have achieved Platinum Level by the time they leave Penponds in Year 6.

Class Teachers and our school SENDCo decide whether it is appropriate for a child to be involved in the 99 Club sessions.  

Content Coverage

EYFS and Key Stage One

  • 11 club: missing number sequences and addition facts to 5.
  • 22 club:  addition and subtraction facts within 5.
  • 33 club: addition facts within 10.
  • 44 club: addition and subtraction within 10 including missing number facts.
  • 55 club: addition and subtraction within 10 including several numbers.
  • 66 club: addition facts within ten including intelligent practice with number bonds within 100.
  • 77 club: addition and subtraction facts within 20 including doubles up to 10.
  • 88 club: addition and subtraction facts within 20 including missing number sums.
  • 99 club: addition and subtraction facts (within 20) including x 2 multiplication facts.
  • Bronze: x2, x5 table facts plus addition and subtraction facts including missing number facts 
  • Silver: x2, x5, x10 table facts plus addition and subtraction facts including missing number facts 
  • Gold: x2, x5, x10 table facts plus corresponding division facts 

 

Key Stage 2 

  • 11 Club:  x2, x5 & x10 table facts (Random consolidation of Y2 table facts).
  • 22 Club: x2, x5 & x10 table facts with added intelligent practice based on multiples of ten (3 x5 = 15 so 3 x50= 150).
  • 33 Club:  multiplication and division facts with x3 table. 
  • 44 Club: x3 multiplication with added intelligent practice based on multiples of ten (3 x3 = 9 so 3 x 30= 90).
  • 55 Club: multiplication and division facts with x4 table. 
  • 66 Club: x4 multiplication with added intelligent practice based on multiples of ten (4 x4 = 16 so 4 x 40= 160).
  • 77 Club: multiplication and division facts with x 8 table facts and consolidation of x3 and x4. 
  • 88 Club: multiplication and division facts with x 6 table, including intelligent practice with multiples of ten and consolidation of x3, x4, x8 table facts.
  • 99 Club: multiplication and division facts with x 7 table, including intelligent practice with multiples of ten and consolidation of x3, x4, x6, x8 table facts. 
  • Bronze: Multiplication and division facts with x 9 table, including intelligent practice with multiples of ten and consolidation of x3, x4, x6, x7 & x8 table facts.
  • Silver: Multiplication and division facts with x 11 and x12 tables, including intelligent practice with multiples of ten and consolidation of x3, x4, x6, x7, x8 & x 9 table facts.
  • Gold: All table and division facts from x1 to x12 table.
  • Platinum: All table and division facts from x1 to x12 table but including intelligent practice with multiples of both ten and hundred, decimals to one decimal place and introducing square numbers and square roots.