Implementation

Early Years Foundation Stage

 In the Early Years Foundation Stage (EYFS), learning is achieved through adult supported teaching  and learning. Daily opportunities to informally develop mathematical understanding through child-initiated activities and routines are capitalised upon.

Key Stage 1 and 2

In Key Stage 1 (KS1), teaching follows the national curriculum, using the Power Maths scheme and interventions from White Rose maths hub materials. This involves a daily maths lesson, pre teaching activities (Proactive interventions), post learning activities (reactive interventions) and specific lesson interventions daily.  

Teaching and learning in all key stages takes place in a range of environments.

Planning

 At Ladycross Infant and Nursery School, we use the Power Maths Scheme to support us in our planning.

•  Long term plans map out the units to be covered each term, during each Key Stage.
• Medium term plans identify learning objectives and outcomes for each session of a unit. These are prepared by each teacher, highlight the skills and objectives of the lesson, and identify resources and appropriate differentiation. They also indicate key questions.

Resources

• Each class has a range of resources to support learning. These are easily accessible for the children so that they can lead their own learning.
• Classroom environment should be designed to support maths development.
• A range of ICT software and hardware to support the teaching of specific concepts including programmable robots, Purple Mash and School Jam, which can be used at home.

Assessment

 In Mathematics, assessment is continuous. From the beginning of every lesson, teachers and teaching assistants will be assessing what their pupils are, or are not understanding. Interventions will be both planned for and ‘live’, meaning that misconceptions are dealt with immediately and high attaining pupils are challenged appropriately. Assessments and assessment tracking is used to plan both proactive and reactive interventions.

Early Years Foundation Stage

•  EYFS Class practitioner’s ongoing observational assessments made early in Autumn Term 1 ascertain a baseline which then informs subsequent teaching and learning.
• Future attainment is noted using photographs, completed activities and observational notes. Progress is monitored termly.
• Statutory assessments are made on entry and on exit of the EYFS.

KS1

•  In the daily mathematics lesson, formative assessments are made continuously. Practitioners observe, question and evaluate lesson outcomes to further determine progress made and the next steps in learning.
• Assessments take place for each new unit of work.
• Summative assessments are made at the end of each term to monitor children’s knowledge and understanding of concepts taught. Power Maths end of term assessments are completed by children in KS1
• The information from these tests populate knitting patterns which are used by both class teachers and school leaders to highlight strengths and weaknesses of class and school provision.
• Progress is discussed at termly ‘Pupil Progress Meetings’ and focus children are indicated.
• ‘Pupil conferencing’ is used as part of the whole school monitoring process. This involves children from Year groups 1 and 2 who are interviewed during the Autumn, Spring and Summer terms by the maths subject leader.
• Statutory assessments are made at the end of each key stage.