Intent:

The intention of the maths curriculum at Oldfield Park Junior School is that children are taught to become competent and independent mathematicians. The ‘mastery approach’ to teaching maths is the underlying principle of our Mathematics provision. Instead of learning mathematical procedures by rote, we want pupils to build a deep conceptual understanding of concepts which will enable them to apply their learning in different situations.  We will provide the children with the necessary resources to allow all children to access the curriculum and encourage them to use this where appropriate to explain their logic and reasoning.

Implementation:

At Oldfield Park Junior School, 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. We follow the White Rose schemes of learning as they have adapted their schemes of work to consolidate and revisit any maths objectives from the 2019/20 academic year that were taught remotely during the lockdown months. Our planning is complemented with other resources (Abacus, Keen Kite and I See Reasoning etc.) and more importantly the DfE’s and NCETM’s Ready to Progress materials, to ensure fluency and mastery.

We use three key principles to deepen pupils’ understanding:

1. Conceptual understanding

2. Language and communication

3. Mathematical thinking

Through mathematical talk, children will develop the ability to articulate, discuss and explain their thinking. We endeavour to make each lesson engaging and active - this might incorporate the outdoors and link this to real life contexts or their current topic. At Oldfield Park Junior School we call this approach TOTEM (Talk, Outdoors, Topic, Engagement, Movement).

Ashley Down Times Tables

As of January 2024, OPJS have adopted the Ashley Down Times Tables programme to develop fluency and factual recall in multiplication and division facts. Years 3, 5 and 6 complete one session per day and Year 4 complete two sessions per day to support progress towards the MTC. 

Impact:

As part of a multi-academy trust we are fortunate to be able to call on the support of colleagues, other Maths leads and specialist teachers, not least with the Maths lead at Oldfield Park Infant School as well as colleagues at the Boolean maths Hub. Formative assessment takes place on a daily basis and teachers adjust planning accordingly to meet the needs of their class. Through moderation of planning, lessons, interventions and books, we can be sure that progress is made across all year groups. If progress is not being made, support is immediate and steps provided to ensure all pupils are set to achieve and make progress; this is particularly relevant at this point in time. Summative assessment takes place after each block of learning is taught and teachers will analyse data to assess any gaps that may be noticed as a common trend within that unit. Children’s progress and attainment is discussed with senior leaders in pupil progress meetings.  The teaching of mathematics is monitored by leaders through lesson observations and scrutiny of books.