Maths at Oldfield Park Junior School
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 Mathematics Mastery. 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.
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 Abacus schemes of learning to ensure that the coverage for the year is completed and that children regularly revisit learning across each academic year. This cyclical approach is supported through other resources (White Rose, Keen Kite and I See Maths etc.) 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 incorporate the outdoors and link this to real life contexts or their current topic. In this way lessons will be active and engaging. At Oldfield Park Junior School we call this approach TOTEM (Talk, Outdoors, Topic, Engagement, Movement).
As part of a multi-academy trust we are fortunate to be able to call on the support of colleagues, other Maths Subject Leaders and specialist teachers. 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. Summative assessment takes place at regular intervals and children’s progress and attainment is discussed with senior leaders in pupil progress meetings. Formative assessment takes place on a daily basis and teachers adjust planning accordingly to meet the needs of their class. The teaching of mathematics is monitored by leaders through lesson observations and scrutiny of books.