At Rockcliffe School, we would like all of our pupils to become confident and confident mathematicians. We will provide opportunities for the children to develop their basic skills, fluency and recall. In turn, the children should be able to apply this knowledge to contextual problems. In reasoning sessions, the children should develop the ability to explain their Maths articulately using the correct vocabulary. Our pupils should leave our school prepared for their next step of mathematical learning.

As a school, we are following the White Rose Maths Hub’s ‘small steps’ planning from EYFS up to Year 6. Children in the Year 1/2 class will receive discrete input based on the year group as advised by the White Rose Maths Hub. Year 2/3 will follow the mixed age planning. Lastly, Years 4, 5 and 6 will follow the single age planning sequence. The teachers have access to White Rose resources but may also their own resources. The children begin with concrete equipment, moving onto pictorial techniques before moving onto more abstract concepts. Each lesson should incorporate fluency (taught with a mastery approach) and reasoning and problem-solving tasks should be available too. Staff are expected to follow the school’s calculation policy and model this to the children. Targeted homework should be sent home to plug gaps in understanding

Formative assessment is ongoing and staff are encouraged to use fluid groupings to ensure every child’s strengths and weaknesses are catered for with suitable differentiation. This means that every pupil should make good personal progress within each lesson. Consistent use of arithmetic activities and assessment ensures that children consolidate their understanding of calculation and this has had a positive impact on the children’s confidence and attainment. Summative assessment is reported half termly and staff use a range of resources for this task.

You can find out more about White Rose Maths by clicking here

Updated August 2022