This is a Good School

Ofsted says "Pupils are highly engaged and enjoy learning"

Teaching is good

"Teachers are expert in the subjects they teach."

Governance is strong

"Adults share an in depth understanding of the latest safeguarding risks that pupils may face."

Pupils achieve well

"Provision for children in the early years is particularly strong."

Pupils' behaviour is good

"Behaviour in lessons is excellent. Children are kind."

Teaching is good

"Assessment is used well. There is a huge array of activities on offer."

Curriculum design is inspiring

"The curriculum is coherent and well sequenced."

Pupils achieve well

"Leaders and staff are united in their ambition for pupils to succeed."

Pupils' behaviour is good

"The high-quality relationships between staff and pupils contribute to a positive learning culture."

Mathematics

Curriculum Intent

The 2014 National Curriculum sets out three mains aims for Mathematics. These are to ensure that all children:

  • Become fluent in the fundamentals of Mathematics;
  • Are able to reason mathematically;
  • Can solve problems by applying their Mathematics.

At Leighterton Primary School, we believe that every child is entitled to a thorough mathematical education which has conceptual understanding at its core. We recognise the many benefits and real-life applications of the subject and we strive to instil in our children an awareness and appreciation of the importance of maths in the wider world, their daily lives and their future careers. Our intention is that children gain a solid understanding of the core principles of Mathematics and make clear links between them.  We strive to develop a curiosity for and enjoyment of the subject no matter their backgrounds or starting points. We are committed to a mastery approach to Mathematics which is underpinned by a belief that all children can succeed and become fluent mathematicians who are able to seek patterns, reason confidently and apply their mathematical understanding to a range of problem solving contexts. As part of this journey, we encourage our children to view mistakes as a positive step towards success and celebrate the new learning that they help to create.

Curriculum Implementation

In order to develop the children’s fluency and rapid recall, all classes across the school are taught daily fluency sessions, during which they practise the manipulation and recall of key number facts, counting and mental calculation strategies outlined in our calculation policy. These sessions are taught in a range of ways, through interactive games, group games with cards and dice and through active lessons. The content of these sessions are separate to the learning objective for the daily lesson but they are progressive and allow the children to consolidate past learning.

Each class across the school follows a similar structure, with lessons in the EYFS being taught in small groups across the week. As part of the mastery approach, all children are taught at the same pace, with differentiation being achieved by emphasising deep knowledge and providing individual support and intervention. Being mostly mixed age classes, year groups are often taught separately according to their own curriculum outcomes but following the same key structure: 

In Years 3 and 4, times table recall is a key focus, therefore further emphasis is placed on practising these and children are tested regularly to encourage rapid recall. By the end of Year 4, children are expected to rapidly recall all multiplication and division facts up to 12 x 12. This skill is then continuously practised and applied throughout Year 5 and 6 and tested using Numeracy Ninjas every week.

In the EYFS, children are taught following the same basic principles, with more emphasis being placed on the use of concrete apparatus. The children have access to a wide range of mathematical resources during teacher-led sessions and child-initiated play, both indoors and outdoors. In addition to our Try It, Use It, Prove It structure, children in the EYFS also have an Explore It session, where they are encouraged to explore the apparatus and concept prior to more structured teaching. This allows the children to become familiar with the apparatus and demonstrate their initial understanding.

Impact

Having followed our Mathematics curriculum, children will leave Leighterton with the knowledge, skills and experience to participate confidently in a range of mathematical activities with enthusiasm and enjoyment.   

As children become more skilled in mathematics, they will become more independent and retain key facts and knowledge as well as key life skills, such as: creativity, problem solving and communication.

Rigorous formative and summative assessment informs teaching, as well as same day/week intervention, to support and enable the success of every child. Homework based on the week’s learning allows children to further consolidate their learning.