Wel­come to the ‘Math­e­mat­ics’ sec­tion of our web­site. Here you will find lots of use­ful doc­u­ments to help you sup­port your child at home and also see what the children will be learn­ing in school. At Richmond Primary School we follow National Curriculum objectives for teaching Mathematics across the school. Click on the blue links to take you to the rel­e­vant documents.

Richmond Mathematics Policy

Mathematics plays an important part in many aspects of our daily lives, and it is important that children learn to understand and use mathematical skills and concepts confidently and effectively in order to deal successfully with mathematics in everyday contexts.

 The National Curriculum for Mathematics aims to ensure that all pupils:

• Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
• Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
• Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
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Our Aims at Richmond

Early Years

Upon arrival at Richmond, children in Early Years will have already begun to experience mathematical numbers and concepts which will be developed through a range of both independent and adult-led activities working towards goals based on the EYFS Statutory Framework. These are based around Number, Numerical Patterns and Shape Space and Measures. Children in EYFS are being taught the Mastering Number programme which develops solid number sense, including fluency and flexibility with number facts,

Key Stage 1:

The main focus of mathematics teaching in Key Stage 1 is to ensure that pupils:

• Develop confidence and mental fluency with whole numbers, counting and place value.
• Develop understanding of the four operations, including practical resources (e.g. concrete objects and measuring tools).
• Recognise, describe, draw, compare and sort different shapes and use the related vocabulary.
• Use a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.

Lower Key Stage 2:

The principal focus of mathematics teaching in lower key stage 2 is to ensure that:

• Children become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value.
• Children should be efficient in written and mental methods and perform calculations accurately with increasingly large whole numbers.
• Develop skills to solve a range of problems, including with simple fractions and decimal place values.
• Children should be able to draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them.
• Children should use measuring instruments with accuracy and make connections between measure and number.
• By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.

Upper Key Stage 2

• Children should extend their understanding of the number system and place value to include larger integers.
• Children should make connections between multiplication and division with fractions, decimals, percentages and ratios
• Children should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation.
• Children will be introduced to the language of algebra as a means for solving a variety of problems.
• Children will extend and consolidate their understanding of geometry and measures
• Children will be able to classify shapes with increasingly complex geometric properties and they will learn the vocabulary they need to describe them.
• By the end of year 6, pupils should be fluent with written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.

Planning and Schemes of Work

Mathematics is a core subject in the National Curriculum

• We follow the National Curriculum 2014
• Teachers follow the White Rose Long Term Plans
• Teachers use the White Rose Materials to help them plan the learning journey for each unit block. Small steps are planned and children’s previous and next steps learning are planned into challenges.

• I.C.T. resources are also used to support the teaching of Mathematics, including the Interactive Teaching Programmes and various other resources designed for the Interactive Whiteboard
• Class teachers complete a weekly (short-term) plan for Mathematics which details the specific Learning Intentions, Success Criteria and small steps challenge activities for each session
• Classes are taught in mixed ability groups every morning.

• Children also have regular maths skills sessions which focus on addressing any gaps in their knowledge.
• Flashback 4s are completed daily – These are 5 quick questions that are completed at the beginning of every lesson. They are designed to recall key facts and learning to help children retain knowledge.
• Cross Curricular Maths is taught within the Cornerstones Curriculum where possible.
• Children in EYFS are being taught the Mastering Number principles.

Lesson Structure

Most Mathematics lessons at Richmond follow the same structure:

1. Recap – This is a quick assessment check for the teacher to see how much the children have remembered and learned from the previous lesson.
2. I Do – This is where the main input is seen. The teacher uses models, images, STEM sentences and clear small steps to teach the main content of the lesson.
3. We Do – this is where the children get chance to practise the skills taught in the I Do section. This is done with a partner to give children the chance to work collaboratively together. This may involve working practically with concrete resources or on whiteboards together.
4. You Do – This is where children work independently on similar tasks set in the We Do section. Children are usually given five fluency questions to do independently which are then checked.
5. Challenges – Once children are fluent in the key skills for the lesson, they then have the opportunity to apply these skills within the challenges. Challenges are made up of fluency, problem solving and reasoning style questions. They get progressively harder as children work through them. Some children will start on Challenge A whilst other may start on later challenges depending on their ability.
6. Assessment – At the end of the lesson, children will have the chance to self-assess. This is to show how confident they are feeling about their learning in the lesson. Each teacher has their own systems for checking this.
7. Either during the lesson or as soon as possible after the lesson, teachers will give feedback on the work from the lesson. This could be through verbal feedback or written comments through marking.

Assessment:

• Teachers will make short-term formative assessments during each lesson as they observe children’s participation and judge their understanding of the Learning Intentions. Verbal feedback may be given during the session, and written feedback may be given after the session. Opportunities will also be given for children to make assessments of their own learning, using their individual targets and the Learning Intention for the session.
• Towards the end of each school year, teachers will make long-term assessments of children’s attainment, progress and targets for further improvement. This information is reported to parents in end-of-year reports, as well as being passed to the next teachers in preparation for planning the next year’s work. Tests may be used at the end of the year to support teachers’ assessments.
• Children undertake national Mathematics SAT tests towards the end of Year 2 (optional) and Year 6. Children in Year 4 will undertake the Multiplication Check.
• NTS termly assessments are used in Years 3-6 in Autumn, Spring and Summer and Year 1 in Spring and Summer. These are used to inform summative judgements.
• Children in Early Years will be assessed against the Early Learning Goals Criteria.

Progression in Maths

As teachers work from the White Rose curriculum, they also follow the White Rose progression map. This breaks down each of the major topic areas (number, measurement, geometry, and statistics) into key areas which state the criteria that each child builds upon during each year at school.

  Richmond Primary Maths Progression Map

Times Table Rockstars

 Each child between Years 2 and 6 have a login to the website to Times Tables Rockstars. They will be allowed weekly access to practise. Each child will first complete a 'gig' to assess which tables they need to work on. The program is used by teachers to ensure children have regular times table practise. Once established in school, we will then use the program to set weekly class competitions to promote enjoyment and engagement in Maths.