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 break mathematical concetps and curriculum objectives into manageable, well-sequenced small steps. 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. At OPJS, we understand the importance of children using concrete manipulatives, visual representations and variation to confidently build meaningful conceptual understanding which will support their working and progress. 

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. 

Alongside this, we base our maths practice on three key concepts which support pupils in understanding strands of mathematics they are developing:

1. Fluency

2. Representation

3. Mathematical thinking

Bird Tables

Bird Tables is delivered 4 days a week to develop fluency and factual recall in multiplication and division facts. All year groups complete one session per day and Year 4 complete two sessions per day form January onwards to support progress towards the MTC. 

Acing Arithmetic

Acing Arithmetic is delivered once a week. This consists of a variety of questions across all operations to develop skill and confidence in choosing efficient strategies for changing problems. Pupils in Years 3 & 4 have 6 questions, pupils in Year 5 have 10 questions, and pupils in Year 6 have 15 questions. After the questions are completed, the class share answers and strategies. 

Path to Problem Solving

Path to Problem Solving is a lesson delivered once or twice term. The sessions are collaborative, practical and accessible to all pupils to develop confidence in problem solving. Each lesson will focus on mathematical thinking or mathematical mindsets, shown below, or can incorporate a mixture of both. 

Mathematical Thinking Skills:

- Exploring and noticing 

- Working systematically

- Conjecturing and generalising

- Visualising and representing 

- Explaining, convincing adn proving

Mathematical Mindsets:

- Being curious

- Being resourceful

- Being resilient

- Being collaborative

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.