|To ensure our intent works in our day to day classrooms we understand that our implementation needs to be:
“Good quality teaching takes into account all children in the class and plans small enough steps for the vast majority of children to achieve success with scaffolding and support, and for others to be challenged in the same concept to a greater depth of reasoning.” (EEF)
At Loddiswell Primary School we follow White Rose Maths in order to deliver our maths curriculum. The areas of learning are outlined on our Curriculum Map.
All pupils will be working on the same focus with different support provided to enable all pupils to access the mathematics independently. Teaching is responsive and adaptable, with clear progression in steps between lessons that is driven from the children’s learning. Through reflective teaching the vast majority of each cohort will be moving through the content at the broadly the same pace.
A coherent sequence: Reflection, re-cap and worked examples
As a school, we have developed our understanding and use of a variety of pedagogical approaches that focus on how children learn. We believe that these approaches enhance and develop our mastery approach. We are using the 10 principles of Instruction (Rosenshine) to underpin our planning; specifically carefully planning opportunities for retrieval through the use of carefully scaffolded questioning. We understand that with retrieval practice, regularly visiting areas already learnt before, helps to connect new ideas to ones that are already known.
Small step learning and mastery pedagogy
Pedagogy at Loddiswell Primary school focuses on breaking down learning into small steps and utilising teaching for mastery techniques such as: Carefully chosen examples and representations to draw out the structure and essence of the concept(conceptual variation), discussion in the form of mix ability pairs, talk partners and whole class discussion, mini plenaries – small steps providing sufficient scaffold for all pupils to access, precision in the use of mathematical language to further develop understanding and reasoning as well as working on rather than working through mathematical questions. Current research on retrieval practice and cognitive load theory are at the forefront of our planning process in these areas.
Questioning and AFL
Teachers will use questioning throughout maths lessons to elicit children’s understanding and promote and challenge children to deepen understanding of concepts. Questions should be precise and develop mathematical thinking as well as develop the use of subject – specific vocabulary. Teachers will build opportunity for AFL into lessons and will use regular opportunities for discussion and use strategies to check and deepen a pupil’s understanding. Teachers will allow for AFL in a variety of ways. They will use written work, manipulatives and visuals for representation as well as a whole range of other techniques and resources.
Modelling, Discussion and Dialogue
Talk in mathematics is encouraged in all lessons. As teachers we encourage children to: Articulate their thinking, take responsibility for asking questions of others to clarify understanding, agree and disagree, justifying their thinking and responding in full sentences with the intention that everyone understands them.
Pupils behaving as mathematicians
Pupils are encouraged to make decisions both independently and collaboratively, working flexibly to answer questions, reflecting on the efficiency and simplicity of their chosen methods. A ‘have a go’ ethos underpins our maths sessions, encouraging children to have a go even when unsure and embracing the purposeful struggle.
Challenges for Depth of Learning
Challenge focuses on breadth and depth of understanding and expects the children to apply their knowledge in challenging scenarios. Greater depth tasks are carefully planned for every lesson, within these tasks are asked to reason and problem solve. Evidence of high attaining pupils being challenged will be evidenced in books.
Responsive Teaching and Feedback
In maths all work is expected to be marked. By studying the EEF document ‘A Marked Improvement’ the use of targets are used to make marking as specific and actionable as possible in order to increase pupil progress. Where necessary teachers will intervene immediately to enable pupils to make progress in their learning. Any intervention/ response from the teacher will be annotated in the child’s book and will consolidate their thinking or encourage them to make progress.
Where children are working significantly below the expected age related requirements of the curriculum scaffolding and targeted work takes place on a daily basis. These activities are planned by the teacher in discussion and collaboration with the SENDCO, parents and the TA working within the class. At Loddiswell Primary School, we believe that it is important that all learners are taught within the classroom with their peers, where interventions are needed teachers and teaching assistants follow a bespoke evidence informed intervention. We also pre-teach children who are at risk of falling behind in certain areas, this develops curiosity and interest as well as gives these children confidence and practice in retrieval before they learn new materials.
Each child with specific SEND difficulties will have targets that are agreed and monitored every half term to ensure progression.
Collaborative and Reflective CPD
We are fortunate at Loddiswell Primary school to be part of The South Hams Federation of schools. This gives us an opportunity to reflect and collaborate on all curriculum drivers as well as keeping up to date with current CPD.