Mathematics

Le Rondin provides a bespoke curriculum tailored to the needs of the pupils and incorporates the Guernsey Curriculum ‘Big Picture’ into the planning of Mathematics. The Big Picture Curriculum stipulates that:

Mathematics introduces children to concepts, skills and thinking strategies that are essential in everyday life and support learning across the curriculum. It helps children make sense of the numbers, patterns and shapes they see in the world around them, offers ways of handling data in an increasingly digital world and makes a crucial contribution to their development as rounded individuals.
Mathematics offers children a powerful way of communicating. They learn to explore and explain their ideas using symbols, diagrams and spoken and written language. They start to discover how mathematics has developed over time and contributes to our economy, society and culture. Studying mathematics stimulates curiosity, fosters creativity and equips children with the skills they need in life beyond school.
The Big Picture Curriculum Handbook p. 75

The purpose of Mathematics in Le Rondin is to develop an ability to solve problems, to reason,to work systematically and accurately and to think logically with resilience so that they are fully prepared for the future. We aim to equip all pupils with the skills and confidence to solve a range of problems and to encourage children to see the mathematics that surround them every day and enjoy developing vital life skills in this subject.   At Le Rondin, we strive to make Maths fun, purposeful and interesting for all children.

We are committed to delivering a curriculum that has a clear vision and is shaped by the shared values of the school which places the child at the very centre of everything. We intend to deliver a curriculum that is not only bespoke, dynamic and easily adaptable, but allows pupils to be part of creative and engaging lessons allowing them to explore Maths in depth, using mathematical vocabulary to reason and explain their workings. All children are challenged and encouraged to excel in Maths to motivate them to ‘be the best we can be.’
We use White Rose to underpin our planning. We aim for every child to develop a sound understanding of Maths, equipping them with the skills of calculation, reasoning and problem solving that they need in life beyond school. They will be given access to a variety of mathematical opportunities, which will enable them to make the connections in learning, develop and use new vocabulary and discuss their learning. By working across different representations of learning and using resources, we aim for our children to be confident mathematicians who are independent, inquisitive and not afraid to take risks.

At Le Rondin basic Maths skills are practised daily to ensure key mathematical concepts are embedded. As a school, we have incorporated weekly Active Maths sessions and outdoor learning opportunities to ensure cross-curricular links are established and to make sure that we are developing the skills of all our children to the best of their ability. New mathematical concepts are introduced using a ‘Concrete, Pictorial and Abstract’ approach; enabling all children to experience hands-on learning when discovering new mathematical topics, and allows them to have clear models and images to aid their understanding.

In the Early Years Foundation Stage, we relate the mathematical aspects of the children’s work to the Development Matters statements and the Early Learning Goals, as set out in the EYFS profile document. Mathematics development involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers; calculating simple addition and subtraction problems; and describing shapes, space, and measures. Children will develop their understanding through planned, purposeful play and through a mix of adult-led and child-initiated activity.  Staff are knowledgeable about the teaching of early mathematics. They ensure that children have sufficient practice to be confident in using and understanding numbers. The mathematics curriculum provides a strong basis for more complex learning later on. Over the EYFS, teaching is designed to help children remember long term what they have been taught and to integrate new knowledge into larger concepts. This is checked well by staff and leaders. Leaders understand the limitations of assessment and avoid unnecessary burdens on staff or children.

From Year 1 to Year 6, basic Maths skills are taught daily including the key mathematical concepts of place value, the four operations, representation and problem solving. We place a large emphasis on pupil engagement and design lessons which involve all pupils using questioning and modelling at the centre of every lesson.

Lessons use a Concrete, Pictorial and Abstract approach to guide children through their understanding of mathematical processes, as well as using Seesaw and Active Maths lessons. Teaching is supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.

Concrete, pictorial and Abstract (CPA) approach:
At Le Rondin,  we recognise that the Concrete Pictorial Abstract (CPA) approach is highly effective in the teaching of Maths to develop conceptual understanding. This approach will vary between year groups and the individual abilities of children within each class.
All pupils, when introduced to a key new concept, should have the opportunity to build competency in this topic by taking this approach. Pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.

Concrete – The doing stage
There is a clear focus on the use of manipulatives and visual images to support understanding in every year group. Each new concept or calculation strategy will be introduced using appropriate manipulatives, giving the children a clear picture of the theoretical mathematics they are learning. It is important that children have access to a wide range of manipulatives in every year group and, consequently, we encourage children to be independent in their use of manipulatives throughout the school and access resources as they see fit. This is the foundation for conceptual understanding. 
Concrete resources that may be found in classrooms will include:

These resources will vary depending on year group and individual needs.

Pictorial – The seeing stage
A child has sufficiently understood the hands-on experiences performed and can now relate them to representations, such as a diagram or a picture of the problem. 

Abstract- The symbolic stage
A child is now capable of representing problems by using mathematical notation, for example 10 ÷ 2 = 5 . 

Maths is adapted so it is specific to the children’s needs and abilities. Children are taught through targeted, differentiated one-to-one, small groups and mixed ability whole class lessons. A range of reasoning resources are used to challenge all children and give them the opportunity to reason with their understanding.

Revise and Review consolidation lessons are used to revisit previous learning and ensure Maths skills are embedded. It is encouraged that links are made with other subjects across the curriculum, including outdoor learning to build upon the knowledge and relate the teaching and learning of Mathematics to the outside world.

At times, certain Maths targets are embedded into their individual MEAPS and used in the planning and teaching of Maths. Immediate interventions are used to support children to ensure children are ready for their next Maths lesson.

Planning is supported by White Rose Maths and resources are adapted from various sites including Primary Stars Education, Classroom Secrets as well as White Rose Maths.  There is a Long Term Plan in place that shows coverage from EYFS to Year 6. The Long Term Plan also allows for repetition and consolidation of topics, as well as flexibility to change the teaching order. Medium Term Plans (MTP) have now been devised and are currently a working document within the key stages. The MTPs also link with the cross phase elements of the  Guernsey Big Picture Curriculum as well as early, middle, bridging and later levels.

Assessment
Through our teaching we continuously monitor pupils’ progress, making formative assessment notes where appropriate and using these to inform our teaching. At the end of each term, teachers assess children based on the levelling scheme and their results form discussions in termly Pupil Progress Meetings and update our SIMS school tracker. The main purpose of all assessments is to always ensure that we are providing excellent provision for every child.

As a result of our Maths teaching at Le Rondin you will see:

• Engaged children who are all challenged.
• Confident children who can all talk about Maths and their learning and the links between Mathematical topics.
• Lessons that use a variety of resources to support learning.
• Different representations of mathematical concepts.
• Learning that is tracked and monitored to ensure all children make good progress.

Pupils will leave us prepared for the next stage in their lives with:

• Quick recall of facts and procedures.
• The flexibility and fluidity to move between different contexts and representations of mathematics.
• The ability to recognise relationships and make connections in mathematics.
• Confidence and belief that they can achieve,
• The knowledge that Maths underpins most of our daily lives.
• Skills and concepts that have been mastered.
• Have a positive and inquisitive attitude to mathematics as an interesting and attractive subject in which all children gain success and pleasure.
• A mathematical concept or skill has been mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations and this is the goal for our children.

These will be assessed through: assessment, tracking, pupil progress meetings, performance management, moderation and standardisation.