Our approach to the teaching of maths is based on the mastering of a reduced number of priority objectives, which are grouped into blocks. These blocks are then built upon cumulatively throughout the year. At the end of each 'block' of teaching, a check (a test) is carried out. A question level analysis is carried out to identify individual children's areas of strength and weakness - which then feed directly into the medium term planning for the next period of teaching.
The checks themselves are never actually seen by the class teacher. This is to ensure the integrity of the tests and to allow the same questions to be included in the next check. To make sure there is clarity around the level of demand of the checks and a common understanding of the format/style of questions, an exemplified curriculum has been created for each year group. This exists in parallel to the actual assessment questions on the checks - similar in format and level of demand.
The Key Performance Indicators, as published by the NAHT, were used as a starting point for our identifying priority objectives for maths, but made more relevant for Huntingtree Primary School. A number of decisions were made based on knowledge of our children and knowledge of child development, such as including a greater focus on telling the time, up to year 4. In essence, though, the Huntingtree Priority Objectives are an edited version of the NAHT KPIs.
In order to ensure that there is comprehensive coverage of the National Curriculum for maths, we have also devised a list of ‘One Hit Wonders’. These are objectives that we judge to need only a light touch approach.
Further details are available here:
The pathways model is one which we have developed in line with a mastery approach. Its aim is to ensure that all children have a pathway through the lesson that starts at the right level and is well designed to allow each child to make progress no matter what their staring point.
We have produced a sequence of video tutorials to explain our calculation policy. These are available here:
The learning of timestables: the committing the facts to long term memory and the practising of recall has never been more important than now. With the increased expectations in every year group, children who are not able to recall basic number facts are left at a distinct disadvantage.
Here is a link to our Times Table Rockstars online resource: