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Oaklands School

Making Learning Fun

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Oaklands School

Making Learning Fun

Mathematics

 

Whole School Intent 

  • We intend for children to leave Oaklands with a mastery of mathematical concepts that enables them to make sense of their world and with a set of skills that they can generalise to life after school. 

  • Developing a deeper understanding of mathematics will provide children with a solid foundation for independence and empower them to experience life opportunities in meaningful ways.  

Maths at a glance 

 

Whole School Implementation 

  • Mastery approach 

  • Explicit whole class maths lessons that all follow the same structure: whole class input, my turn, your turn, independent exploration. 

  • Specific and engaging use of  a wide variety of resources as well as concrete, pictorial and abstract representations when teaching concepts 

Across the Pathways 

 

Curriculum overviews and planning have been developed as appropriate for each pathway. The typical time budget for each pathway, including embedded practice and ‘teachable moments’ is as follows: 

Nurture  

Willow  

Elm 

Cherry  

Chestnut 

Intent 

To explore and become familiar with simple mathematical concepts such as counting, shape and pattern, through a continuous provision environment that involves learning through play with a “child led” approach.   

 

Implementation 

Pupils are delivered maths content through short whole class input sessions and daily continuous provision. Whole class input should be 5-10 minutes; the length of input should increase as the academic year progresses, with 5 minutes being the minimum expectation. 

Intent 

To develop a deeper understanding of mathematics that will provide children with a solid foundation for independence and empower them to experience life opportunities in a meaningful way.  

 

Implementation 

Pupils are taught two whole class explicit maths lessons per week, with the same input and exploration opportunities being repeated twice to develop understanding and build skill consolidation. 

Intent 

To develop a deeper understanding of mathematics that will provide children with a solid foundation for independence and empower them to experience life opportunities in a meaningful way.  

 

Implementation 

Pupils are taught two whole class explicit maths lessons per week with the input, group work/independent learning activities and exploration opportunities being repeated twice each week to develop understanding and build skill consolidation. 

Intent 

  • To begin to contextualise mathematical concepts. 

  • To leave Oaklands with a mastery of mathematical concepts that enables them to make sense of their world and with a set of skills they can generalise to life after school.  

 

Implementation 

Pupils are taught four whole class explicit maths lessons per week with the input, independent learning and group work activities being repeated twice each week to develop understanding and build skill consolidation. 

Intent 

  • To begin to contextualise mathematical concepts. 

  • To leave Oaklands with a mastery of mathematical concepts that enables them to make sense of their world and with a set of skills they can generalise to life after school.  

 

Implementation 

Pupils are taught 4 separate and progressive whole class explicit maths lessons per week.  

Curriculum Content 

All pathways begin the Autumn term with a familiarisation, settling in and baselining. This is then followed by blocks of learning around different mathematical concepts. This will vary according to pathways, but as an absolute rule of Mastery Maths, 80% of children should have mastered a skill/concept before the whole group moves on. Those who master it more quickly can overlearn and do extension and deepening understanding work so that they have 100% fluency.  

NCETM have set out ‘5 big ideas in teaching for mastery’:  

 

Much of the intended learning and skills to be mastered within the Mathematics curriculum is captured in the 185 Mathematical Skills OPAL steps. This ladder is broken into the following sub-sections:  

  • Number Awareness & Knowledge  

  • Rote Counting  

  • Rational Counting  

  • Number Sense & Knowledge  

  • Addition & Subtraction  

  • Multiplication & Division  

  • Matching Skills  

  • Pattern Awareness  

  • Shape  

  • Measure  

  • Time  

  • Money  

  • Space, Position & Direction  

  • Statistics  

Strengths 

  • We ensure we nurture a love of maths in all our children.  

  • The curriculum provides opportunities for them to develop their mathematical knowledge and skills through high challenge, low threat learning experiences 

  • We understand the importance of mastering core mathematical skills to support our children’s development across the curriculum. 

  •  We model the correct use of mathematical language and encourage children to develop their own mathematical vocabulary.  

  • The curriculum is designed and planned to engage children in the world around them and apply their skills to problem solving and reasoning. 

  • Students are making progress in their OPAL ladders 

Resources, Training and CPD: 

  • Nrich: https://nrich.maths.org/ 

  • NCETM: https://www.ncetm.org.uk/ 

  • masterthecurriculum.co.uk  

  • mathsnoproblem.com  

  • whiterosemaths.com  

 

Staff CPD-see staffshare & OneDrive CPD folders:  

Oaklands school documents- Maths planning and resources 

Areas for Development 

  • Setting up a SIT team so that teams can improve their depth of knowledge and share this with the whole school 

  • Developing the maths expertise of staff further to foster a passion for teaching maths across the school.​ 

  • Create a maths vocabulary guide for staff to ensure that high quality mathematical language is being used correctly across the school.​ 

  • Explicitly plan for trips with maths links to provide opportunities for skill generalization outside of school.​ 

Home learning resources: 

 

 

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