Here at Brereton, we use Power Maths as a basis of our maths lesson. This is an exciting class mastery approach, which has been recommended by the DfE, that works for every child. It is based upon the concrete, pictorial and abstract approach.
Every lesson is divided into sections that involve plenty of discovery, sharing, collaboration, practice and reflection. Children are encouraged to solve problems each day through the use of concrete resources, pictorial representations and abstract thinking.
At the heart of this programme is the idea that all children can achieve and be successful mathematicians with the right growth mindset.
The teaching of Maths is a key priority here at Brereton and we aim to raise levels of achievement for all pupils, as well as increase confidence, appreciation and wonder of maths. Everyday life and work are becoming increasingly mathematical and it is indisputable that a facility with mathematics and the ability to analyse and interpret data improve young people’s prospects in higher education and employment. To play a full part in today’s society, it is essential to be able to make sense of numbers and critically analyse data. In order for our pupils to flourish, in school and beyond, we believe all pupils should develop a deep and lasting understanding of mathematical procedures and concepts.
The children need to master everything prescribed in the National Curriculum.
The children need to develop mathematical reasoning skills, so they can apply their knowledge in different contexts and in solving problems. These skills are an inherent aspect of the National Curriculum.
The National Curriculum is tightly prescribed in maths. However, we aim that the children:
Should be confident and happy in maths.
Should be independent learners when appropriate. (Learning through trial and error)
Should be resilient and prepared to ‘have a go’ and persist.
Should have a growth mindset.
In maths we do this through:
• A clear progression through a structure of knowledge and skills.
• To know subject-specific vocabulary and knowledge that allow links across other subjects.
• To be able to construct arguments and balance evidence based on secure knowledge when applying knowledge in new situations.
• Secure retrieval of facts, through frequent practice.
We are a small, rural church school in a fairly affluent area with close links to the farming and wider community.
We teach to as high a standard as possible, rigorously following the National Curriculum.
We have good standards in outcomes.
Sequence & structure.
We follow the National Curriculum, which sequences and structures the teaching into the year groups. In order to ensure this curriculum is covered in full and in manageable and logical steps, we follow the Power Maths planning in EYFS, KS1 and KS2. The progression is clearly structured.
Our curriculum matches to our intention.
The current curriculum is tightly prescribed and largely determines what is taught. We subscribe to Times Tables Rockstars which we use in-house and encourage the use of at home. We set weekly homework for maths via MyMaths, in line with what is being taught in class that week.
The National Curriculum statements form the content of what is taught, via the Power Maths planning learning objectives in KS1 and KS2. We use various additional resources, for example Target Your Maths in KS2. Teachers also may supplement their classroom work with resources from White Rose. Prior learning in maths is often revisited when children enter classrooms before the official start of the school day in 1st things 1st from 08:35 to 08:50am.
Lesson structure follows that prescribed by Power Maths: Power up starter, lesson introduction (Discover, Share, Think Together), working in pupil practice book (where groups or individuals can work at their own pace) concluding with Reflect as a class at the end.
All work is recorded in the pupil practice book. There may be supplementary work from, for example, White Rose which is attached within the practice book.
Each unit of work completed is assessed using the Power Maths end of unit assessment sheet as well as end of unit check in the practice book. Each class completes arithmetic and reasoning tests using the Power Maths half termly progress tests, the results of which are inputted to target Tracker.
Links with other subjects
Maths is taught as a discrete subject, usually for at least one hour a day. However, it has clear links with other subject areas, particularly science, when the children take measurements and may present information in graphs etc. This can also be true in geography. In addition, some maths can be taught through and/or practised using computing skills.
On an informal basis, we will know it is having an impact if we produce numerate children who enjoy maths and can apply their knowledge in different contexts and scenarios. That is our aim.
On a more formal basis, we have the outcomes of our half termly Power Maths progress tests on Target Tracker. We are also judged by SATs at the end of KS 1 and KS2. Pupils will leave Brereton with secure foundations for KS3 and beyond.