Maths
All children, of all ages, are capable of succeeding at mathematics. At Lyminster Primary School, we believe that every child is a mathematician. Using a carefully structured curriculum and high-quality learning opportunities, our aim is for every child to develop a deep, long-term, secure, and adaptable understanding of mathematics.
We value the importance of fluency with mathematical concepts, the ability to problem solve, and the skills to apply mathematics in school and in everyday life. By the time children leave us, they are confident mathematicians and enjoy mathematics. They can problem solve, reason, discuss, and make connections between different mathematical concepts.
Our maths curriculum ensures a coherent and detailed sequence of content to support sustained progression over time. It has been designed using resources from White Rose Education and supplemented by Grammarsaurus, NCTEM, and other resources.
Using the Teaching for Mastery approach, teachers design lessons that follow a carefully planned progression of learning through the school and use various resources to support learning. Teaching for Mastery involves carefully structured teaching in small steps. These steps provide the necessary scaffold for all to achieve, and the detail required to facilitate deep thinking.
We understand that all children learn at their own pace, and some children, who may have more complex needs, may follow a different learning trajectory. We are equally ambitious to support those pupils on their journey to becoming confident mathematicians.
Teachers consider individual ISPs or EHCP priorities when lessons are planned. Teachers use scaffolding and collaborative work to support all children in accessing the age-appropriate curriculum whenever possible.
For children who are unable to access the year-group curriculum, a bespoke curriculum is planned, and every effort will be made to keep the learning contextually the same as the class project or focus.
Key pieces of children’s work are collected to illustrate successful learning from across the curriculum and linked to the progression overview. Children may demonstrate successful learning in a range of ways for many objectives throughout their lessons.
We formally assess the children termly in Mathematics, for children in Years 1 to 4, and half-termly for children in Years 5 and 6. These tests are administered during an Assessment Week, and diagnostic analysis is then carried out to inform future planning and teaching. Children who are not working at the expected school standard are given interventions to support them to make accelerated progress so that they can catch up to their peers.
Gaps in understanding can be addressed by revisiting learning in other units to aid repetition in a new context. At the end of the school year, teachers will share strengths and weaknesses in the children’s understanding in a transition meeting. The child’s new teacher will continue to address these gaps in the autumn term.
Times Table Rock Stars
Times Table Rockstars (TTRS) has been used across the school to teach and embed times table knowledge. The children enjoy playing and battling online, gaining coins to improve their avatar. TTRS has proven to have a positive impact on the recall of all multiplication tables, supporting the children and preparing them for the multiplication table check (statutory testing in Year 4). Children are encouraged to play regularly at home, as part of their weekly homework, and have their individual logins. TTRS is used alongside the children’s own times table focus, which is tested weekly for children to earn their Mental Mathmagicians bands. Please see supporting information regarding Mental Mathmagicians.