Mathematics at Loscoe

““Mathematics is, in its way, the poetry of logical ideas.” – Albert Einstein

At Loscoe we promote the fact that ‘We can all do maths!’

We believe all children can achieve in mathematics, and teach for secure and deep understanding of mathematical concepts through manageable steps. We use mistakes and misconceptions as an essential part of learning and provide challenge through rich and sophisticated problems promoting a growth mindset and confidence to approach any problem with a positive attitude.

 In Mathematics our Intent is to ensure pupils...

• Become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. 
• Are able to solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios 
• Can reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language. 
• Have an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately to be successful in mathematics.

From Reception to Year 6 children follow the Power Maths scheme.  In Reception children are introduced to the characters, models and structures which will go on to underpin much of their mathematical knowledge and understanding.  These early experiences are full of enrichment opportunities embedded within the EYFS framework using songs, books and explorative play with an array of natural materials to nurture excitement and curiosity about mathematics and the world around them.

Power Maths is a UK curriculum mastery programme designed to spark curiosity and excitement and nurture confidence in maths. It is written specifically for UK curriculum classrooms by leading mastery experts from around the world and recommended by the UK’s Department for Education.

Power Maths is an enriched approach that cleverly combines interactive teaching tools, rich and quality textbooks and practice books.

There is a strong emphasis on whole-class interactive teaching, where the focus is on all pupils working together on the same lesson content at the same time.  This ensures that all can master concepts before moving on to the next part of the curriculum sequence, allowing no pupil to be left behind.

Maths is taught through a daily Maths lesson which follows the principles of the National Curriculum for Mathematics. Lesson design identifies the new mathematics that is to be taught, the key points, the difficult points and a carefully sequenced journey through the learning. Significant time is spent developing deep knowledge of the key ideas that are needed to underpin future learning.  The structure and connections within the mathematics are emphasised, so that pupils develop deep learning that can be sustained.

Key facts such as multiplication tables and addition facts within 10 are learnt to automaticity to avoid cognitive overload in the working memory and enable pupils to focus on new concepts.

Through careful and considered Implementation we can be sure that...

• Teachers demonstrate consistently high expectations that all children are capable of achieving high standards in maths. 
• Children move through the different stages of their learning at their own pace. 
• Teaching is supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge. 
• Children work on the objective at whatever entrance stage they are assessed as being at. Children can ACQUIRE the skill, APPLY the skill or DEEPEN the skill within the lesson. 
• Differentiation is achieved by emphasising deep knowledge, extension activities and through individual support and intervention. 
• Children who have shown their understanding at a deep level within the unit, will have opportunities to apply these skills in a GREATER DEPTH activity. This should be challenging and ensure that children are using more than just one skill to be able to answer the mathematical problems. 
• Children with additional needs are included in whole class lessons where possible and teachers provide scaffolding and relevant support as necessary. For those children who are working outside of the year group curriculum, learning activities are provided to ensure their progress. 
• Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts. Children are developing skills in being articulate and are able to reason verbally, pictorially and in written form. Children are developing the ability to make connections between mathematical topics. Our children are resilient and they make measurable progress against the National Curriculum objectives. 

• Pupils are equipped with a uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem-solving skills, and the ability to think in abstract ways.  Our wish, is for our pupils to use these tools and experiences long after they have left us, to enable them to go further in their academic pursuits, and to use mathematics with confidence in their everyday lives. 
• In 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. 

Quality First teaching and carefully considered planning and adaptations will result in the optimum Impact where...

• Our children make measurable progress against the National Curriculum objectives
• Well-planned sequences of learning support the children- to develop and refine their maths skills. 
• Maths lessons are engaging and well resourced. 
• Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times tables. 
• Children show confidence in believing that they will achieve and are keen to attempt a range of problems
• Children can demonstrate flexibility and fluidity to move between different contexts and representations of maths. 
• Children are developing skills in being articulate and are able to reason verbally, pictorially and in written form. 
• Children are developing the ability to make connections between mathematical topics.
• Formative assessment allows teachers to identify children who need more support, those who are ready for greater stretch and challenge through planned questioning or additional activities. 
• The maths leader has a clear role and overall responsibility for the progress of all children in maths throughout school. Working with SLT, key data is analysed and regular feedback is provided, to inform on progress and future actions.

Wider Curriculum

Through our enrichment plan we include enterprise projects to encourage an understanding of money in the real world.  Children will be responsible for budgeting and pricing products or services to sell at school fund raising events.

The Cornerstones curriculum has mathematics woven through it within the science, geography and PHSE elements where children can demonstrate an application of the maths they have been taught within maths lessons.

Careers

Children will be inspired through exploration of potential careers how maths can be used to become things they may never have thought of before! Many interesting and exciting jobs require maths skills such as:

1. Animator

When watching balloons whisk a house away in Pixar's movie Up, most of us weren't thinking about math. But in animation, math and art go together like peanut butter and marshmallow fluff. Trigonometry helps rotate and move characters, while algebra creates the special effects to make images shine. Even artists have to pay attention in math class!

2. Game Designer

Aspiring video game programmers should also study trigonometry, physics, and calculus. Chances are, board game designers will need to know probability, even if they are not designing maths games.

3. Robotics Engineer

Robotics engineers design, test, and maintain robots! Before you quit your day job and run off to design a house-cleaning robot, hit the maths books. Most Robotics Engineers have a master's or doctorate. 

4. Roller Coaster Designer

As you ride a roller coaster through loops, dives, and dips, wondering if you're going to lose your lunch, rather than calculating speed, remember there are many different curves and loops and roller coaster engineers need to understand the mathematical properties of these curves

5. Jet Fighter Pilot

The thrilling life of a jet fighter pilot seems worlds away from the math classroom. Movies like "Top Gun," show pilots streaking through the sky not calculating how much fuel they have left or figuring out the direction and speed of the wind. But pilots have to complete major maths problems when they're zipping through the air at 700 mph, math skills are lifesaving!

6. Sports Announcer

What is his batting average? How many wickets? When those sports personalities give the play-by-play, they have to pay attention to the numbers: percentages, player stats and time too. 

7. Professional Photographer

We think of photographers as artists, not mathematicians, but professional photographers need maths skills. They have to calculate depth of field, determine the correct film speed, shutter speed, aperture, and exposure -- and more. Who knew so much math went into one photograph?

SMSC

At Loscoe, we promote pupils’ SMSC development through mathematics in the following ways:

• We facilitate moments of pleasure and wonder when a pupil solves a problem for the first time, or discovers a more elegant solution to that problem, or suddenly sees hidden connections.
• We help pupils to recognise how logical reasoning can be used to consider the consequences of particular decisions and choices; mathematics is used to give pupils the confidence to question, investigate, prove and explain. 
• We support and encourage pupils to work together productively on complex mathematical tasks: to recognise the power of collaboration when using collective talent and ability to solving problems.
• We help pupils to appreciate the contribution that mathematical excellence has made to the development of our society, and continues to make in our increasingly technical world.

We lay the foundations of mathematical use and understanding, and expect our pupils to use their skills in many ways: in future education and employment, in science and technology, medicine, the economy, the environment and development, and in public decision-making. 

British Values

Democracy: We take into account the views of others and learn about democracy through voting when collecting data to analyse. 

The rule of law: Children follow class rules safely during tasks and activities to benefit everyone, as well as understanding the consequences if rules are ignored. 

Individual liberty: We work within boundaries to make a safe and personal choice from a given selection during practical activities. 

Mutual respect: Children behave appropriately, allowing everyone involved the opportunity to work to the best of their ability. They take turns, sharing equipment, reviewing each other’s work respectfully and working collaboratively on projects whilst helping others.  

Welcoming different faiths: Pupils use Maths to learn about different faiths and cultures around the world. For example, looking at patterns and shapes within Islam and Hindu religions.

Protected Characteristics

At Loscoe C of E Primary, we want to give our children an open, respectful and realistic mindset towards the wonderful world we live in and how this relates to maths. We strive to expose them to a range of significant mathematicians from all different backgrounds related to the protected characteristics, and have planned for this in our varied curriculum.  

‘Mathematics knows no races or geographic boundaries; for mathematics, the cultural world is one country.’ David Hilbert (German Mathematician 1862 – 1943)

The above quote mirrors the school’s pledge to ensure all are valued through engagement in the universal language and global exploration of maths. 

Homework is set by class teachers and is designed to reinforce learning taking place in the classroom. 

Mathematics Key Instant Recall Facts 

To develop your child’s fluency and mental maths skills, we are introducing Key Instant Recall Facts (KIRF) throughout school. These are a way of helping your child to learn by heart, key facts and information which they need to have instant recall of. They are designed to support the development of mental maths skills that underpin much of the maths work in our school. They are particularly useful when calculating, adding, subtracting, multiplying or dividing. They contain number facts such as number bonds and times tables that need constant practise and rehearsal, so children can recall them quickly and accurately. Instant recall of facts helps enormously with mental agility in maths lessons. When children move onto written calculations, knowing these key facts is very beneficial. For your child to become more efficient in recalling them easily, they need to be practised frequently and for short periods of time.

Each half term, children will focus on a Key Instant Recall Fact to practise and learn at home for the half term. They will also be available on each class Dojo page as well as on our school website under the maths section and each child will receive a hard copy to keep at home. 

These recall facts include practical ideas to assist your child in grasping the key facts and contain helpful suggestions of ways in which you could make this learning interesting and relevant. They are not designed to be a time- consuming task and can be practised anywhere – in the car, walking to school, etc. Regular practice - little and often – helps children to retain these facts and keep their skills sharp.

Throughout the half term, the recall facts will also be practised in school and your child’s teacher will assess whether they have been retained. Over their time at primary school, we believe that - if the recall facts are developed fully - children will be more confident with number work, understand its relevance, and be able to access the curriculum much more easily. They will be able to apply what they have learnt to a wide range of problems that confront us regularly.

For additional support on mathematics please look at the calculation policy for each key stage where models and images linked to the 'Power Maths' scheme have been used to enhance support for parents.

We run parent workshops every year to support parents in helping their children learn at home.

Please contact Miss Cummings jcummings@loscoe.derbyshire.sch.uk if you have questions or would like to talk about any aspects of Maths at Loscoe.