At Southmead, it is our intention that children from EYFS to KS2 will become fluent in the fundamentals of mathematics; reason mathematically by following a line of enquiry and solve problems by applying their mathematics to a variety of problems with increasing sophistication and confidence.  To do this, children will develop skills to make links and generalisations and will use mathematical language to explain their understanding of concepts.  Children will think critically through exposure to conceptual and procedural variation and structure so that they can understand elements of maths in a variety of meaningful contexts.  It is our intention that children will make connections, apply number facts, notice patterns and think critically, whilst exploring mathematical concepts in a practical, pictorial and in abstract form.

At Southmead, we are developing a mastery approach to teaching whereby all children have the opportunity to progress through new concepts. We introduce concepts using a range of manipulative resources (concrete) and representations (pictorial) which supports the children’s understanding until they are ready to progress onto using mathematical equations (abstract). We structure our lessons in a series of carefully planned small steps that progress logically and allow all children to begin to make connections and generalisations.

Our pupils use stem sentences and mathematical terminology learned during daily vocabulary starters to articulate their reasoning and understanding. Throughout all lessons, children are in constant discussion with adults and their peers which allows them to deepen their understanding and hone their reasoning skills. When concepts are secure, we challenge all children to apply what they have learned to make generalisations, new connections, solve problems and identify patterns.

At Southmead, we recognise the importance of factual fluency and plan for this progressively on our long term/ medium term overviews, making time for the children to work on this collaboratively at the beginning of every lesson and independently during their task. In allowing this time each day, it is our aim that number facts will be stored in the children’s long term memory and applied in both Maths and other curriculum areas such as Science and Geography. To further encourage fluency skills at Southmead, we use Times Tables Rock Stars to organise intra-school competitions and tournaments. We reward achievement and participation with a weekly certificate and display a Times Table Rockstars Leaderboard which is regularly updated. Our pupils use stem sentences and mathematical terminology learned during daily vocabulary starters to articulate their reasoning and understanding.

We use a range of formative assessment strategies to check the children’s understanding. Before beginning a topic, teachers use the DfE’s Ready To Progress Criteria to assess the pupil’s prior knowledge and plan exciting personalised learning which carefully targets gaps in the children’s learning and addresses misconceptions. During the lesson, teachers use targeted questioning, verbal feedback and self assessment strategies to check the children’s understanding, address misconceptions and move them on effectively. Marking and feedback celebrates the children’s successes and pin points areas which the children may need to develop, providing scaffolded support to achieve this where necessary.

As a team, we share an unwavering commitment to all children achieving their full potential and carefully differentiate our teaching so that all learners are supported and challenged. At Southmead, differentiation is not a group of children completing a different task but is personalised provision which allows all children to access the content of the lesson. This is illustrated in a number of ways such as in the use of practical manipulatives and visuals, carefully planned small steps within the teaching input and tasks, stem sentences and key vocabulary word banks and allowing the children to record their understanding in a variety of ways. We support and extend this understanding with the use of our learning environment. Each class has a Maths working wall which includes an example of the teacher’s modelling from that lesson, key vocabulary and stem sentences to support reasoning, Ready to Progress Criteria, a celebration of the children’s learning and a challenge to extend and deepen understanding. Our pupils make routine use of their environment and use this to develop their independence and resilience and deepen their understanding.

Year 1 Progression Map

Year 2 Progression Map

Year 3 Progression Map

Year 4 Progression Map

Year 5 Progression Map

Year 6 Progression Map