Our mastery approach to the curriculum is designed around the NCETM ‘Spines’ and, this year, ‘Curriculum Prioritisation’ documents. At Summerlea, we use the NCETM documents to support the planning, implementation and assessment of small steps learning. Steps are taught in a carefully planned order so that children can reason, connect and build on -so there’s a reasoned journey for learning.
In Early Years, teachers use the Early Years Foundation Stage Statutory Framework/ Birth to Five Matters, so our youngest children are provided with a broad range of exciting, practical activities, both indoors and outdoors, to develop their mathematical skills. This is delivered through a high-quality learning environment with rich opportunities and questioning that allows all children to fully explore the early concepts of maths. Evidence of their learning and understanding is captured through careful observation and pupil voice. In order to support a secure understanding of mathematics in the earliest years of school, Early Years, Year 1 and Year 2 classes deliver the NCETM ‘Mastering Number’ program.
Teachers use a wide range of resources in all areas of mathematical learning to develop the children’s fluency, reasoning and problem-solving skills. At the beginning of a new topic, the children are provided with the mathematical vocabulary that they will use, which is regularly revisited and displayed on the maths working wall. During topics children are exposed to stem sentences and generalisations to support alongside vocabulary to explain their thinking. These show the sequence of learning that the children have followed throughout each mathematical strand to reach their end goal and highlight any misconceptions that may have arisen during the learning.
From Year 1 to 6, teachers use the NCETM mastery teacher guides and PowerPoints to plan and deliver small step learning, supplemented carefully through additional maths resources from NRICH, Maths No Problem and Oxford Owl Numicon. Mathematics is delivered through whole class, mixed-ability lessons. To ensure fluency is continually developed, the children learn using a systemic approach where teachers ensure that children make connections between concrete manipulatives, pictorial and abstract representations, moving towards the most efficient methods to represent and solve problems. Prior learning is revisited, to ensure retrieval of skills by children in order to build on existing knowledge. Children deepen their understanding of maths through varied application, explaining their thinking and creating their own questions. At Summerlea we use ‘PEC’ in order for children to ‘Prove’, ‘Explain’ and ‘Create’ in Mathematics.
Our Calculation Policy and Vocabulary Progression allows for a seamless transition between year groups, ensuring that the approach and language we use to teach maths in each year group is consistent and representative of modern methodologies.
Teachers are provided with regular CPD to ensure that they are using the latest maths guidance and teaching strategies. This provides the children at Summerlea with the most up-to-date and current teaching methods and research.
Learning in school is further developed and supported by carefully planned home learning. Here, children have access to a variety of different online platforms, including MyMaths, Times Tables Rockstars and Numbots, which they enjoy using both in school and at home.
During maths lessons, the children use peer and self-assessment to reflect on their own learning and correct their work, developing a clear understanding of their own misconceptions. Teachers continuously monitor children’s progress, through marking of books, precise questioning and summative and formative assessment. We use NFER assessments once every term alongside daily assessment, reviewing any gaps in knowledge, which are then targeted, so that every child is ready for the next stage in their learning.