Maths at Kilnwood Vale School
Kilnwood Vale is currently transitioning from the White Rose Scheme of Learning to the GLF Maths Curriculum. This Curriculum is driven by the DfE Primary Guidance in Mathematics and the NCETM Professional Development Materials. It ensures teaching of the whole of the National Curriculum in Mathematics, but it also identifies and prioritises the most important knowledge, skills, and understanding children need to secure year upon year to successfully progress to the next. The identified complex concepts are presented as a series of connected, microscopic steps in learning that logically build on one another, which are collated within purposefully and coherently sequenced units of learning. Teachers’ subject, pedagogical, and pedagogical content knowledge is supported with rich guidance, which includes signposts to manipulatives and representations, language, difficult points and common misconceptions, and ideas for independent practice and application exercises. As such, it exemplifies principles of effective curriculum design outlined in sources including the recommendations of both the EY-KS1 and KS2-KS3 EEF Guidance reports, the DfE’s Early Career and NPQLT framework, and Ofsted’s applying the EIF to mathematics documentation.
At Kilnwood Vale, our intent is for all of our pupils to develop a deep and sustained understanding of Mathematical concepts so that they become happy and confident mathematicians, throughout their learning and into their adult life. We teach maths using a mastery approach; this sparks curiosity and excitement and helps nurture children’s confidence in maths.
Our aim is that all 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.
- Can 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.
Our pupils will:
- be competent and confident in taking risks to apply mathematical knowledge, concepts and skills.
- be able to solve problems, reason mathematically and think logically and systematically.
- be able to work independently and in cooperation with others.
- be able to use and apply mathematics across the curriculum, and to understand the application of mathematics in real life contexts and scenarios.
Tiny coherent steps will be made in each lesson to develop a secure understanding. The small steps that were learnt in the previous lesson will be reviewed before moving on. Learning objectives are tight and reflect the new learning taking place in the lesson. By breaking down concepts into tiny steps, children are more likely to be secure and confident. By grouping key concepts and patterns they will be able to make connections to other areas of maths and apply their skills to a range of problems.
Questions will be planned carefully to ensure all children can access the learning and that their knowledge is deepening. All children will be expected to understand and use accurate mathematical vocabulary when explaining their mathematical thinking. They will be expected to speak in full sentences when sharing an answer.
When new learning is introduced, ideas and activities regularly move from teacher to children and back again. The teacher will move around the room, checking the understanding of all pupils throughout the lesson allowing for instant feedback and formative assessment.
Teaching maths for mastery ensures all pupils access the full maths curriculum. This inclusive approach and its emphasis on promoting multiple methods of solving a problems, builds self-confidence and resilience in pupils.
Though the whole class goes through the same content at the same pace, there is still plenty of opportunity for differentiation. Unlike the old model, where advanced learners are accelerated through new content, those pupils who grasp concepts quickly are challenged with rich and sophisticated problems within the topic. Those children who are not sufficiently fluent are provided with additional support to consolidate their learning before moving on.
As part of everyday practise we deliver daily number sessions in KS1 using Mastering Number and daily Times Table practice in KS2 through Number Sense. We use Times Tables Rockstars across the school as we believe that it is important that all children become fluent and have a rapid recall of number and times table facts.
Further information on how to support your child and the philosophy behind our maths teaching can be found at the following websites: