At Elson, we want all members of the school community to become confident, creative and independent mathematicians who have a bank of solid mathematical facts to draw upon and apply to novel situations. We seek to nurture a growth mindset where learners can achieve more than they think. At all times, mathematical vocabulary is explicitly taught, modelled and expected so that rick conceptual links are made. All staff are enthusiastic about maths, drawing attention to its use in everyday life and sparking excitement and curiosity in pupils. Misconceptions are used as teaching points and mistakes are celebrated as valuable and as necessary points in the learning process. 

IMPLEMENTATION  

Planning: 

• Learning is varied: pupils might work independently, with talk partners or in groups of differing sizes 

• Home learning is centred on 15 maths facts to be learnt over the year which are set weekly and revisited regularly. Facts are only given to be learnt once they have been taught in class. Little and often (daily) is key. Achievements are celebrated with bronze, silver and gold awards each term. Maths facts are referred to and quizzed in class. 

• With very little exception, all pupils are exposed to an age-related curriculum and supported to fill gaps from previous years curriculum. 

• Yearly long-term plans follow the national Curriculum and are structured for constant revisiting od material. Daily formative assessment informs adaptation of the learning journey (Hampshire Schemes of Learning) 

Teaching: 

• Mathematical vocabulary is used accurately in class, both by children and adults, and displayed clearly in the learning environment. Sentence stems are provided when necessary. 

• Misconceptions are picked up quickly and addressed on either a whole-class, small group or 1:1 basis. Where individual feedback is needed, this is carried out as soon as possible (either within the lesson or later that day). 

• Learning objectives are clear and success criteria shared with the children. 

• Expectations are high: teacher questioning of all pupils is paramount to reinforce learning; expose misconceptions; and deepen understanding. 

• Regular re-cap of previous learning at start of lessons or during morning registration (repeat, reinforce and revisit). 

Assessment and feedback: 

• Teachers assess according to the Hampshire Assessment Model, where objectives from the NC are assessed in different phases and then built upon and revisited throughout the year 

• Feedback is given verbally where possible, and through marking in books which might include questions posed; worked examples completed by the teacher; or the suggestion of a strategy to use. 

Leadership: 

• Access to regular CPD from HIAS, external providers, internal coaching and collaborative lesson study. Teachers are encouraged to ask questions, to seek support and to share good practice. 

• Attainment and progress of all learners is discussed and actions agreed at termly pupil progress meetings. 

• Maths books and planning are regularly monitored and any questions or issues arising are swiftly addressed.  

IMPACT 

• Children are confident in their own abilities and can talk enthusiastically about their learning. 

• Children are happy to ‘have a go’ even if the approach is not immediately obvious. 

• Children are aware of the relevance and importance of what they are learning in relation to real world concepts. 

• Children use accurate mathematical vocabulary in a range of contexts which demonstrates their understanding (heard in class and pupil discussions as well as recorded in books). 

• Rapid recall of number facts allows children to progress at an expected rate (or quicker) and frees more time and space for the application of these facts within increasingly challenging problems. 

• Children master the mathematical concept or skill by showing it in multiple ways, using accurate mathematical language and independently applying it to new situations. 

• Teacher assessment of pupil attainment is increasingly accurate. 

• At the end of each year group, we expect that each child has become fluent in the fundamentals; can reason mathematically; and can solve problems within the programme of study for their year group.