INTENT - What are we trying to achieve?

At St John Fisher School, Maths is taught following the National Curriculum requirements, using the Maths No Problem Scheme. This is a Singapore style approach which focuses on teaching maths for mastery. We use group work, discussion and concrete resources to understand and apply new concepts.

At St John Fisher we aim for each child to be confident in their yearly objectives and develop their ability to use this knowledge to develop a greater depth of understanding to solve varied fluency problems as well as problem solving and reasoning questions. Although we use the MNP scheme as the backbone of our mathematics teaching, we use a range of resources throughout the school to ensure a curriculum that is specific to each child’s learning needs.

Incorporating the use of resources, problem solving and group work, the Maths No Problem Primary Series is child-centered and fun to teach and was assessed by the DfE’s expert panel, which judged that it alone met the core criteria for a high-quality textbook to support teaching for mastery.

Key Information

• Maths textbooks and workbooks for Years 1 to 6

• Based on the evidence-based approach developed in Singapore

• Fully aligned with the 2014 English National Curriculum for maths

• Complies with the UK’s High Quality Textbook guidance published by the National Centre for Excellence in Teaching Mathematics (NCETM)

Teaching Maths for Mastery

The whole class works through the programme of study at the same pace with ample time on each topic before moving on. Ideas are revisited at higher levels as the curriculum progresses through the years.

Differentiated Activities
Tasks and activities are designed to be easy for pupils to enter while still containing challenging components. For advanced learners, the textbooks also contain non-routine questions for pupils to develop their higher-order thinking skills. In addition, we use mastery and greater depth tasks in order to further challenge pupils. We promote independence and challenge for all.

Problem Solving
Lessons and activities are designed to be taught using problem-solving approaches to encourage pupils’ higher-level thinking. The focus is on working with pupils’ core competencies, building on what they know to develop their relational understanding, based on Richard Skemp’s work.

Concrete Pictorial Abstract (CPA) Approach
Based on Jerome Bruner’s work, pupils learn new concepts initially using concrete examples, such as counters, then progress to drawing pictorial representations before finally using more abstract symbols, such as the equals sign.

Variation
The questions and examples are carefully varied by expert authors to encourage pupils to think about the maths. Rather than provide mechanical repetition, the examples are designed to deepen pupils’ understanding and reveal misconceptions.

International Research
By incorporating established learning research into a highly effective approach, Singapore has become a “laboratory of maths teaching”. The Primary Maths Series is founded on the international research of Piaget, Dienes, Bruner, Skemp and Vygotsky and has been tested and refined over the last 30 years in Singapore.

UK Evidence
The Maths — No Problem! primary series was assessed by the DfE’s expert panel, which judged that it alone met the core criteria for a high quality textbook to support teaching for mastery. As a result, the Maths – No Problem! Primary series is the only textbook which has been placed on a list of recommended textbooks for schools on the mastery programme.

Calculation Policy
Our calculation policy (see below) is based on the Singapore maths approach found in the Maths No Problem scheme. Each method is taught to children following the concrete, pictorial, abstract approach.

IMPLEMENTATION - How is our vision translated into practice?

Teachers plan using a units/chapter approach as the basis for their long term planning, ensuring sequences of units build on prior knowledge, using the mastery approach of small steps. This ensures consistency across the school.

Teachers plan lessons to create deeper understanding rather than accelerate children to new content. This is achieved by providing children with a range of problem solving and reasoning tasks.

Concrete, visual and abstract (CPA) approaches will support children’s learning, ensuring components are embedded. Variation will be planned into the lessons to develop children’s confidence when reasoning (see above).

Teaching of calculations will be consistent and progressive so that children build on their prior learning.

EYFS

In early years the children experience maths everyday through whole class teaching, focused activities with an adult and through play opportunities in and outside the classroom.  Maths is discovered, explored discussed and made sense of from the child's own perspective, guided and facilitated by the adults.  Throughout the year there are various opportunities to build in the Maths - No Problem approach so that children go into year 1 feeling at ease and familiar with the scheme's content. 

IMPACT- What is the impact of our mathematics curriculum?

• Deep and sustainable learning
• Ability to build on something already mastered
• Ability to reason about a concept and make connections to other concepts
• Procedural fluency with conceptual understanding – the understanding of how and why it all works
• Development of a growth mind-set – we are all mathematicians
• Resilience and perseverance
• Ability to thrive in a mathematically driven world

 The impact of the planning of teaching and learning will be measured through a range of summative and formative assessment and observational tools which includes:

• On-going high quality teacher assessment (AfL)
• Careful monitoring and reporting on the progress and attainment of individual children and groups of children, and ensuring that staff have access to this information to inform planning and to address gaps if they occur.
• Journaling of concepts taught
• Consulting with children -Pupil voice
• End of unit/chapter/mid-term assessments
• End of Key Stage assessments

Multiplication Tables Checking Exercise (Year 4)

KNOWLEDGE & ENQUIRY

Knowledge and enquiry in mathematics are divided into distinct areas and children need to be able to move fluidly between these and be able to make connections when solving sophisticated problems.

These areas are:

• Number
• Measurement
• Geometry
• Statistics
• Algebra (Y6)
• Ratio and proportion (Y6)

In early years foundation stage are:

• Number
• Shape, Space and Measure

Children need substantive knowledge such as knowing their number bonds and multiplication facts in order to be able to successfully tackle more challenging concepts and ideas. Deliberate repeated practice helps children to build confidence, fluency and efficiency in order to secure this substantive knowledge into their long-term memories. At St John Fisher we teach mathematical vocabulary progressively and teachers intentionally model the language of mathematics in the daily lesson.  Teacher think aloud to ensure the children are listening to mathematical vocabulary in use and how the teacher is making links.

Children are also taught to make links across different mathematical concepts to build this substantive knowledge in their long term memory. Our school follows a mastery approach and the use of Maths No Problem as a basis for sequencing units to ensure continuity and progression and as a way of ensuring children are able to build this substantive knowledge.

CREATIVITY

Creativity is a strong thread that permeates our mathematics curriculum. Opportunities for children to approach mathematics in different ways and to solve problems are carefully planned into each unit of work. Mathematics problem solving is a creative process and children are encouraged to show their thinking and mistakes are embraced as a part of the problem solving journey. By using this approach, children become empowered and they learn what can be possible with a strong mathematical understanding.

 Mathematical creativity allows children the opportunity for collaborative learning and communication through carefully planned learning activities. Children can investigate, pose questions and become creative decision makers and mathematical risk takers in an environment where mistakes are expected, developing resilience and confidence.

ASSESSMENT

Tracking pupils’ progress throughout their school life is vital in order to establish their acquisition of knowledge and skills. At St John Fisher, learning always starts with the pupil’s prior knowledge and any misconceptions they may have. Class teachers decide upon the most appropriate age related way of obtaining the children’s prior knowledge. Units of work are then personalised to the pupils.

Misconceptions that arise throughout the unit are rapidly identified and addressed appropriately by the teacher.

 In Early Years, assessment occurs continually in order to collect consistent and varied evidence of mastery. This then feeds into the continuous cycle of Observation, Assessment and Planning. In addition, each half term every child is assessed on Number recognition and formation 1- 20, Rote Counting to 20 and Number Formation.

 Summative assessment will be in the form of termly MNP assessments. These allow teachers to compare children with national expectations. They will also allow teachers to make adjustments to their provision where needed on a termly basis.

How can we help at home?

 

Support for Parents
There are a number of videos which explain the key methods taught using Maths No Problem – these can be found using the following link: 

https://mathsnoproblem.com/en/parent-videos/

Maths at Home

To further support learning at home, children are able to use Mathletics; an online resource where there are a number of games and activities to help practice maths skills. Usernames and passwords are available from your class teacher.

Times Tables Rockstars is a fun and competitive way for children to learn their times tables. Each child from Year 1 to Year 6 has been given a username and password so that they can develop their knowledge and recall of the times tables and compete against school friends to be the ultimate Times Tables Rockstar. Children can play at https://ttrockstars.com/  

End of Year Expectations

Click on the link below to view the end of year expectations for your child:

https://www.sjfisher.herts.sch.uk/curriculum-1/

For further information regarding Maths, please contact Mrs Ward Tsang using the following email address: admin@sjfisher.herts.sch.uk.

 School Calculation Policy