Mrs K Mannion (Infant School) and Mrs P English (Junior School) are our Maths Curriculum Leaders.
Mathematics is a life skill and provides a way of viewing and making sense of the world. It can be used to analyse and communicate information and ideas and to tackle a range of practical tasks and real life problems. We want the children at Chalfont St. Giles Village School to enjoy learning mathematical concepts. We use Mathematics to enrich the children's learning experiences and to provide them with a useful tool for everyday life.
We aim to:
During a child’s time in Foundation Stage (Nursery and Reception) they will develop awareness of maths in the world around them. This includes learning about numbers and shapes and the language of mathematics. Please refer to the area of our website dedicated to the Early Years Curriculum for more information about developing mathematical understanding at this early stage.
Maths is taught in Key Stage 1 and 2 (Year 1 -6) using the Maths National Curriculum 2014. The curriculum is organised into 8 strands with 9 strands in Year 6. (Maths Plans on Maths Corner of wesbite - click here). In Years 1-6 pupils are grouped into ability sets across the year group and within each set. In order to meet the needs of children of differing abilities, pupils are taught in similar ability groups, allowing for differentiation. During open-ended activities or investigative work, differentiation is by outcome or through responses to varied questioning.
We plan for lots of opportunities for active learning, this includes encouraging the children to; verbalise what are doing and why, tackle a range of tasks involving practical investigations and problem solving, apply their knowledge and skills to tasks within mathematics and other curriculum areas. Teachers’ expectations are high and matched to the ability and experience of individual children. Using the outside environment to learn maths is planned into the curriculum to enable children to make connections between their maths learning and the real world. Outdoor and Active learning stimulates the children’s thinking skills as it requires them to learn in a different way as well as apply the maths skills that they have learnt.
Mathematics lessons are organised into a three part lesson:- Mental and Oral Starter, when children practice their mental mathematics skills. This is followed by the main part of the lesson where the focus is on developing key skills from the mathematics topic being taught, finally there is a plenary where the learning is drawn together and children reflect on what they have learnt and what they need to do next time.
Homework is set weekly and reinforces the maths learning that has taken place that week. In addition to the set maths homework, mental five maths squared homework is set weekly. Children are asked to practice a mental maths skill for five minutes, five times a week. This skill is then assessed in class the following week.
Children's work is assessed continuously in line with National Curriculum requirements and the school's record-keeping and assessment policy. Observational and written assessments are made as an integral part of the child's work. Assessments carried out throughout each strand of work are used to inform future planning and helping children know the next steps in their learning.
Year 4 will take the national Multiplication Tables Check (MTC) from 2020. Year 3 will build on the multiplication facts learnt in Year 2, reinforcing x 2 x 5 x 10 to learn x9 x11 and x4. Year 4 will build on this to learn all multiplication facts up to 12 x 12.
Target Tracker is used by teaching staff to track attainment in maths and this is monitored each term by the assessment leaders during Pupil Progress meetings Attainment and rates of progress are is communicated to parents at the end of each academic year using the wording “more than expected, expected, less than expected.” End of Key Stage levels are reported to parents along with the child's annual report. Pupils' mathematics levels are recorded by the Assessment Leader each term to track individual progress. Mathematics targets are displayed in the classroom. The children are familiar with their targets and know what steps to take in order to achieve them. During parent's evening, parents are informed of the children’s next steps in learning.