Maths at Oldfield:
Our Maths Curriculum is ambitious, thorough and progressive. We aim for all children to become fluent in the fundamentals of maths, through embedding mathematical skills of arithmetic, developing the ability to reason and problem-solve, so that our children feel confident using and applying their mathematical skills/knowledge in the wider world. . We want our children to develop a curiosity about using and applying maths in different contexts, which will in turn, foster an enjoyment of life-long love of Maths.
Fluency, reasoning and problem-solving skills are all underpinned by a child’s arithmetic skills. We use a variety of resources and techniques to improve and 'drip-feed' these skills into learning through daily arithmetic starters & morning challenges each day before the main session. Every child takes part in maths activities each day, which is underpinned through using the 'White Rose Maths Hub' scheme of learning. In lessons, we build on our knowledge, by recapping what we know and then children are introduced to new concepts in a progressive way. A concept is taught and practiced to increase a child’s fluency and confidence before then exploring in greater detail, with reasoning and problem-solving opportunities being introduced to all children. This helps ensure that children develop a deep and long-lasting understanding of a concept.
Mathematical topics are taught in blocks, to enable the achievement of mastery over time. Within each unit, children can strive to achieve understanding at a greater depth, with children being offered rich and sophisticated problems, as well as exploratory, investigative tasks, when appropriate for the individual. We recognise that in order for pupils to progress to deeper and more complex problems, children need to be confident and fluent across each yearly objective.
In Maths, 'everyone can', and we like to reinforce that all of our children are capable of achieving their very best. Differentiation is achieved by deepening knowledge and understanding, and through individual support and intervention, where are variety of resources are used to support children's learning, from concrete practical resources to a range of other supporting materials to promote greater depth learning.
Please click on the link below to see the White Rose Maths Mixed Age Progression:
Times tables are practiced frequently across school, and children are expected to know their times tables up to x12 by the end of Year 4 .
We have subscribed to Times Table Rockstars and every child from Year 2-6 has a student login and password to access this. Please encourage your child to use the TT Rockstars (either on the app or website) regularly to help them practise and build their fluency of times tables learning at home.
Through high quality first teaching and working 1:1 with our children, we are able to offer incisive feedback, so all children know they are making small steps progress within lessons. We aspire for our children to achieve age-related expectations or above by the end of each year group. Children will be prepared for the next step in their mathematical education.
In every lesson, teachers formatively assess children’s understanding through verbal feedback and live marking of books with each child. Teachers assess whether the child understands and has grasped the objective, and acts on this to deepen learning or to step in and offer timely support.
Opportunities for assessment are maximised formatively through regular interaction in lesson times, and also through mini informal assessments at the end of a unit to ascertain if a child has any gaps in learning. At the end of each term, children in Year One and above complete the White Rose Maths Hub termly assessments. Year Two and Year Six pupils also complete a range of (SAT style) papers throughout the year in order to prepare them for the format they will see of the end of key stage statutory assessments. Children in EYFS are assessed through adult-led activities and observations to ensure they meet the early learning goals.
The results from everyday teaching (formative assessments) and summative (end of term) assessment are then used to determine children’s progress and attainment.
Please see the following policies, effective from Autumn 2020: