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‘Enjoy learning together; building foundations for life.’

Mathematics

We aim to provide a high-quality maths education, enabling our children to develop an appreciation of beauty and power of these life long skills and a sense of curiosity and enjoyment about the subject. At Pannal, we create learners who are mathematically fluent, problem solvers, articulate and feel challenged and supported.   Everyone is encouraged to develop a ‘growth mindset’.  Over time children will become resilient learners, sharing and critiquing answers and strategies and realising that ‘grappling’ is a necessary step in their learning. This enables our children to truly reflect and engage effectively with new content.

The National Curriculum forms the basis of our teaching but we do not use a set scheme. Class teachers select topics in a carefully sequenced journey across the year, effectively planning and executing episodic, contextualised lessons. Concepts are built from early years and developed each school year, with an expectation that children’s knowledge and mathematical vocabulary are re-addressed and expanded upon.

Maths teaching is provided at an appropriate level for individual children based on maths mastery principles.  Within this model, lower attaining pupils are supported with additional representatives, concrete resources, scaffolding and adult support. Where appropriate pre-teaching and rapid intervention takes place.  Procedural and conceptual fluency is developed in tandem with the opportunity for children to apply their learning in problem-solving and reasoning activities.  Opportunities for children to develop a greater depth of understanding are available for all children through, for example, Dive Deeper tasks, golden challenges and careful teacher questioning.

Talk partners, group work and whole-class teaching are used throughout the school to enable all children to contribute to respectful mathematical discussion. This is key in aiding metacognition in our maths lessons. Pupils' opinions are formally sought each year so we can evaluate children’s views and opinions about this subject.

The maths curriculum has been designed so that topics are built upon. Knowledge is developed, based on previous learning during the school year and from previous years. Teachers consolidate and revisit prior learning with a range of approaches such as our daily 5 to 9s, tray jobs, passport tasks and ‘rapid recalls’.   Key facts are learned to automaticity to avoid cognitive overload in the working memory and enable pupils to focus on new concepts. 

Class teachers assess the children initially at the start of a new topic and then throughout the topic (using RAG (P) for easy identification) to identify intervention requirements and to shape future learning and links to the next topics. Summative assessment takes place a few weeks after the end of each block. While data is obviously important, the children’s books and formative assessment drive our data and reflect precisely where the children are in their learning.  

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  • Maths Passports

    In Key Stage one and Key Stage Two children use our Maths Passports  to build a bank of maths facts that they can learn by heart and remember quickly.

    Children travel the world using different forms of transport, learning as they go. Each continent covers a different aspect of maths: 

    • Europe – Counting
    • Asia – Place value
    • Africa – Addition and subtraction facts
    • North America – Multiplication facts

    Children work with someone at home to travel through the continents, making sure they can recall the facts quickly (for most children this should be less than 3 seconds!), and asking an adult to date when you have achieved a target.  They aim to spend 5-10 minutes each day working on the passport targets.

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