Part of the Faculty of STEM
- Mr A. Jones
Mathematics Subject Leaders:
- Miss S. Redford and Miss G. Holmes (Early Maths)
- Emily Willis (Teacher of Mathematics / Able and Ambitious Coordinator – Excel Academy)
At Milton Primary, we truly believe that the language of mathematics is international and that the basic knowledge components of mathematics are vital for the life opportunities of our children. With this in mind, our vision is to equip all of our children with the tools required to think mathematically and calculate fluently, enabling them to reason and solve problems in a range of different contexts. Through a concrete, pictorial and abstract approach, the children at Milton Primary are afforded opportunities to experience a sense of awe and wonder as they solve a problem for the first time, discovering different solutions and making links between different areas of mathematics.
Principles of Outstanding Mathematics
These are the ‘Principles of Outstanding Mathematics’ at Milton Primary Academy. They were devised and agreed by the children and staff in January 2020, informed by the way we feel that mathematics should be taught across the Academy.
Principle 1: Children are excited and enthusiastic about mathematics, as they are given the opportunity to know more and remember more.
Principle 2: Children lead their own learning, asking and answering their own mathematical questions and finding answers in different ways.
Principle 3: Mathematics strikes a balance between practical and written learning and children enjoy learning through exploration.
Principle 4: Teachers use a range of effective assessment strategies to inform the planning and teaching of mathematics.
Principle 5: Teachers introduce children to a range of age-appropriate mathematical terminology, and they use this confidently.
Principle 6: Children and adults appreciate the awe and wonder of mathematics, making links to how, where and why it forms part of their everyday lives.
Principle 7: The progression of mathematical knowledge and conceptual understanding is carefully planned for and clearly evident.
Principle 8: Teachers enable children to access a range of enrichment opportunities, both within and beyond the curriculum.
Mathematics Subject Leader
Our names are Miss Redford and Miss Holmes and we are the mathematics subject leads at Milton Primary Academy. Our role is to ensure that the teaching and learning of mathematics across our academy is relevant, engaging and enables all children to fulfil their potential.
We believe that mathematics is an essential tool for everyday life and at Milton Primary we are committed to ensuring that children have a positive attitude towards their work in this area, as well as being competent and having confidence in their understanding and application of mathematical knowledge and concepts. Most importantly though, our role as mathematics subject leads means that we are always striving to ensure that each and every member of our academy community has the opportunity to appreciate just how magical maths can be!
In line with our own ethos and current best practice, mathematics at Milton is taught using mastery curriculum, that we have adapted to meet the needs of our academy. We also use a CPA (concrete, pictorial, abstract) approach wherever possible, and we are proud of the fact that our amazing team take every opportunity to provide our children with hands-on activities that develop the competencies of recall, fluency, reasoning and problem solving.
As mathematics subject leaders, we are confident, knowledgeable and enthusiastic and our passions for the subject can be traced right back to our own experiences of mathematics whilst at school. Our favourite aspects of mathematics are measurement and statistics, as the knowledge that we develop in these areas is used frequently across our curriculum!
At Milton Primary Academy, we aim to provide a mathematics curriculum that is creative, inclusive, challenging and inspired by the real-world. It inspires future thinkers, innovators and problem solvers in an immersive environment that stimulates curiosity and supports high-quality learning, allowing each and every learner to fulfil their potential. The mathematics programme of study is set out in the Early Years Foundation Stage Framework and National Curriculum 2014.
In the Early Years Foundation Stage, we teach mathematics through the mathematics strand of the Early Years Foundation Stage Framework.
Ongoing mathematics experiences and opportunities are planned from the objectives set out for ‘Number’ and ‘Numerical Patterns,’ which underpin the curriculum planning for children aged 3-5 at Milton Primary Academy.
The experiences that we provide ensure that children develop a secure understanding of the number system. By the end of the Reception year, they will:
- Have a deep understanding of number to 10, including the composition of each number;
- Subitise (recognise quantities without counting) up to 5;
- Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
ELG: Numerical Patterns
- Children at the expected level of development will:
- Verbally count beyond 20, recognising the pattern of the counting system;
- Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity;
- Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
KS1 and KS2:
The Primary National Curriculum for Mathematics aims to ensure that all pupils:
- Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
- Solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
With this in mind, our programme of study for Mathematics clearly sets out what will be taught and learned at each point in the year for all year groups. We understand that a carefully planned coherent curriculum will enable pupils to know more and remember more.
Assessment in Mathematics
At Milton Primary Academy, we all agree that the effective assessment of children’s learning helps us to ensure that each child makes good or better progress so that ‘Together We Achieve Our Best.’ This section therefore outlines the various assessment methods and practices that we use to monitor pupil progress and attainment in mathematics at Milton Primary, and also ensures that the activities that we plan for our children are suitably matched to their ability and level of development.
Formative Assessment (AFL): During the teaching of each unit of mathematics, children’s ability to recall and calculate, as well as their ability to reason and problem solve, is assessed formatively by their teacher. A range of low-stakes assessment activities are carried out in various forms, including the completion of post unit assessments, live marking, targeted questioning, regular key knowledge checks and class discussions, which inform teachers about pupils’ understanding and needs. The assessment tools used are appropriate for the age of the children and nature of the current learning. Teachers build in additional practice opportunities based on the evaluation of formative assessments.
Summative Assessment: At the end of each unit of learning, and on a termly basis, teachers make a summative judgment relating to children’s knowledge and understanding, as well as their ability to reason and problem solve within the associated context. This is recorded on our academy tracking system and on each child’s ‘Maths Target Card’, which stays with them throughout the academic year. This ensures seamless tracking of progress and attainment, whilst enabling the teacher to easily identify knowledge gaps and misconceptions.
Statutory Assessment and Reporting: In addition to the formative and summative assessment tools discussed above, teachers of children in years 2 and 6 also complete a National Curriculum Standard Assessment Test (SAT) of their learning in the relevant key stage. At Key Stage 1, teachers also make a summative judgment relating to the attainment of each child in their class, based on the current teacher assessment framework and the child’s SAT score, and submit this to the local authority. SATS results for both KS1 and KS2 are reported to parents in the end of year report.
Educational Visits and Enrichment
At Milton Primary Academy we place great emphasis on the importance of educational visits and visitors to enhance the teaching and learning of mathematics. These visits and visitors, which provide valuable opportunities for learning through first-hand experience, are therefore an integral part of the curriculum and allow our children to make valuable connections between what they have learned in class and their first-hand experiences in the real-world.
Whole School Enrichment and Clubs: During their time at Milton, all pupils have access to extra-curricular maths clubs and enrichment opportunities, and we are pleased to currently be working with the Excel Academy, as well as other local schools, to offer an ambitious and talented challenge group! As part of this initiative, children visit the Excel Academy and spend an afternoon completing a range of activities, whilst also being taught by a specialist mathematics teacher!
We are also proud of the way in which our children engage with Times Tables Rock Stars! Both staff and children regularly participate in class, year group and whole school battles and our TTRS launch day was a great success – the costumes and times table games were both incredible! What’s more, our Year 4 children are also currently city champions of TTRS, having won a city-wide competition in January 2020. The five-person final was even made up of four children from Milton – how impressive!
In addition to this, all children have access to before and after school maths clubs, when they are able to work with their teachers and practice what they have learnt.
At Milton Primary Academy we believe that the view of every pupil is important to ensure that we provide the best education possible. Here is a selection of pupil voice collected during the 2019/20 academic year, and in some cases, what we are doing / have done to improve the mathematics education that we provide.
Leo in Reception said… “I like counting the bugs!”
Nieve in Year 2 said.. “My favourite thing about maths this year was using the Numicon to show different number bonds!”
Austin in Year 3 said… “All of us in 3JR try to beat each other’s score and we can always say ‘well done’ when they get better.”
Will in Year 4 said… “We could do more maths outside.”
Will said it… we did it!! Don’t worry, Will! Outdoor maths is on its way to Year 3. I know that your teachers have already planned lots of exciting outdoor activities for you to complete when you learn about shapes and measurement – keep an eye out for those later in the year.
Meghan in Year 5 said… “I enjoy doing lots of problem solving because it makes me think about how to find the answers”
Please see below a selection of documents that relate to the intent, implementation, and impact of mathematics teaching and learning at Milton Primary Academy. If you require any additional information relating to this subject, then please contact the subject leader, Miss S. Redford, via the academy office (email@example.com).