Key Staff

Coordinator: Mrs Pickett

Governor: Mr Bowes

St Francis' Maths Curriculum

High-quality mathematical teaching is an entitlement for all pupils, regardless of their starting points or their prior experiences of maths or number. We check for children's retained knowledge and skills on entry and use this information to maximise teaching and learning. 

Our curriculum consists of 9 key areas:

• Number and place value
• Addition and subtraction
• Multiplication and division
• Fractions including decimals and percentages
• Measurement
• Properties of shape and position and direction
• Statistics
• Algebra (Y6)
• Ratio and proportion (Y6)

In every area above, children learn how to fluently apply their knowledge of methods to a range of calculations. This is then applied to a variety reasoning and problem-solving questions as the unit progresses allowing children to develop their mathematical skills.

Teachers plan a sequence of lessons following the White Rose Maths small steps approach. This is supplemented with:

• Third Space Learning Fluent in Five arithmetic practice
• Testbase questioning
• NRICH activities where appropriate to the unit of work

To prepare children for the Multiplication Tables Check at the end of Year 4, LKS2 pupils also have times tables rapid recall practice most days.

All of KS2 are given multiplication tables as part of homework, this is tested on a weekly basis in each class, with results recorded in homework books for parents and carers.

Enabling children to know more and remember more

We have planned what we want our children to know by the end of each academic year. Staff use a range of assessment methods to check what children have remembered before introducing new knowledge and providing learning opportunities that will help children build their knowledge and skills as mathmaticians.

Teachers assess the knowledge and skills children have developed in lessons and use termly gaps analysis from 'Showy-off Week' NFER assessments. This allows them to make sure knowledge and skills that individual children have not retained can be included in their lesson planning. 

In Y6 children complete KS2 SATS, the results are reported on the Key Information / Ofsted and Performance page of our website. Click here.

Our inclusive approach

In line with our school vision we support children to find and shine their light through the development of strategies to overcome any disadvantage as it is identified.  In maths this is through our mastery curriculum. Children are working towards the same outcome but are supported in different ways. These may include and are not limited to:

• Increased self-esteem through working on the same tasks as their peers
• Focussed group work with a teacher / HLTA / TA
• Given additional opportunities to practice
• Chunked instructions
• Visual resources e.g. prompt sheets 
• Concrete resources e.g. blocks or counters
• Given opportunities to learn core knowledge from previous year groups when it is not retained

Teachers plan lessons using the concrete, pictorial, abstract method. This ensures that children have understood an abstract mathematical concept.  By inroducing the abstract mathematical concept with concrete resources, children are encouraged to apply the abstract idea using concrete resources and to make links between the two. Once confident with concrete resouces children move onto using pictures and diagrams to support their leanring, before finally being encouraged to complete the maths without the scaffold.