Maths

Milestone 1 
Milestone 2 
Milestone 3 
To know and use numbers Counting 
• Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. • Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens. • Given a number, identify one more and one less. • Count in steps of 2, 3, 5 and 10 from 0 or 1 and in tens from any number, forward and backward. 
• Count in multiples of 2 to 9, 25, 50, 100 and 1000. • Find 1000 more or less than a given number. • Count backwards through zero to include negative numbers. 
• Read numbers up to 10 000 000. • Use negative numbers in context and calculate intervals across zero. 
Representing 
• Identify, represent and estimate numbers using different representations, including the number line. • Read and write numbers initially from 1 to 20 and then to at least 100 in numerals and in words. 
• Identify, represent and estimate numbers using different representations. • Read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value. 
• Write numbers up to 10 000 000 • Read Roman numerals to 1000 (M) and recognise years written in Roman numerals. 
Comparing 
• Use the language of: equal to, more than, less than (fewer), most and least. • Compare and order numbers from 0 up to 100; use <, > and = signs. 
• Order and compare numbers beyond 1000. 
• Order and compare numbers up to 10 000 000. 
Place value 
• Recognise the place value of each digit in a twodigit number (tens, ones). 
• Recognise the place value of each digit in a fourdigit number. (thousands, hundreds, tens, and ones) • Round any number to the nearest 10, 100 or 1000. 
• Round any whole number to a required degree of accuracy. • Determine the value of each digit in any number. 
Solving problems 
• Use place value and number facts to solve problems. 
• Solve number and practical problems with increasingly large positive numbers. 
• Solve number and practical problems. 
To add and subtract Complexity 
• Solve onestep problems with addition and subtraction: • Using concrete objects and pictorial representations including those involving numbers, quantities and measures. • Using the addition (+), subtraction () and equals (=) signs. • Applying their increasing knowledge of mental and written methods. 
• Solve twostep addition and subtraction problems in contexts, deciding which operations and methods to use and why. 
• Solve multistep addition and subtraction problems in contexts, deciding which operations and methods to use and why. 
Methods 
• Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: • Onedigit and twodigit numbers to 20, including zero. • A twodigit number and ones. • A twodigit number and tens. • Two twodigit numbers. • Adding three onedigit numbers. • Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot. 
• Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate. • Add and subtract numbers mentally, including: • A threedigit number and ones. • A threedigit number and tens. • A threedigit number and hundreds. 
• Add and subtract whole numbers with more than 4 digits, including using formal written methods. (columnar addition and subtraction) • Add and subtract numbers mentally with increasingly large numbers. 
Checking 
• Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems. 
• Estimate and use inverse operations to check answers to a calculation. 
• Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy. 
Using number facts 
• Represent and use number bonds and related subtraction facts within 20. • Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100. 
• Solve problems, including missing number problems, using number facts, place value and more complex addition and subtraction. 
• Add and subtract negative integers. 
To multiply and divide Complexity 
• Solve onestep problems involving multiplication and division by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. 
• Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems (such as n objects are connected to m objects). 
• Solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign. • Solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates. • Use knowledge of the order of operations to carry out calculations involving the four operations. 
Methods 
• Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (.), division (÷) and equals (=) signs. • Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot. • Solve problems involving multiplication and division using mental methods. 
• Multiply twodigit and threedigit numbers by a onedigit number using formal written layout. • Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers. • Recognise and use factor pairs and commutativity in mental calculations. 
• Multiply multidigit numbers up to 4 digits by a twodigit whole number using the formal written method of long multiplication. • Divide numbers up to 4 digits by a twodigit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context. • Divide numbers up to 4 digits by a twodigit number using the formal written method of short division where appropriate, interpreting remainders according to the context. • Perform mental calculations, including with mixed operations and large numbers. 
Checking 
• Use known multiplication facts to check the accuracy of calculations. 
• Recognise and use the inverse relationship between multiplication and division and use this to check calculations and solve missing number problems. 
• Estimate and use inverse operations and rounding to check answers to a calculation. 
Using multiplication and division facts 
• Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables. • Recognise odd and even numbers. • Use multiplication and division facts to solve problems. 
• Recall multiplication and division facts for multiplication tables up to 12 × 12. 
• Identify common factors, common multiples and prime numbers. • Establish whether a number up to 100 is prime and recall prime numbers up to 19. • Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000. • Recognise and use square numbers and cube numbers, and the notation for squared (2) and cubed (3). • Solve problems involving multiplication and division including using knowledge of factors and multiples, squares and cubes. 
Fractions (including decimals, percentages, ratio and proportion) Recognising fractions 
• Recognise, find and name a half as one of two equal parts of an object, shape or quantity. • Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. • Recognise, find, name and write fractions 1/2, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity. 
• Recognise, find and write fractions of a discrete set of objects: unit fractions and nonunit fractions with small denominators. • Recognise and use fractions as numbers: unit fractions and nonunit fractions with small denominators. • Round decimals with one decimal place to the nearest whole number. • Compare numbers with the same number of decimal places up to two decimal places. • Count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing onedigit numbers or quantities by 10. • Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten. • Compare and order unit fractions and fractions with the same denominators. 
• Compare and order fractions whose denominators are all multiples of the same number. • Compare and order fractions, including fractions > 1. • Recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number. • Round decimals with two decimal places to the nearest whole number and to one decimal place. • Read, write, order and compare numbers with up to three decimal places. • Identify the value of each digit in numbers given to three decimal places. • Solve problems involving number up to three decimal places. • Recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal. 
Equivalence 
• Recognise the equivalence of 2/4 and 1/2. 
• Recognise and show, using diagrams, families of common equivalent fractions. • Recognise and write decimal equivalents of any number of tenths or hundredths. • Recognise and write decimal equivalents to 1/4, 1/2, 3/4. 
• Identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths. • Read and write decimal numbers as fractions. • Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents. • Use common factors to simplify fractions; use common multiples to express fractions in the same denomination. • Associate a fraction with division and calculate decimal fraction equivalents. • Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts. 
Solving problems 
• Write simple fractions for example, 1/2 of 6 = 3. 
• Add and subtract fractions with the same denominator within one whole. • Solve problems involving increasingly harder fractions. • Calculate quantities and fractions to divide quantities (including nonunit fractions where the answer is a whole number). • Add and subtract fractions with the same denominator. • Find the effect of dividing a one or twodigit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths. • Solve simple measure and money problems involving fractions and decimals to two decimal places. 
• Add and subtract fractions with the same denominator and denominators that are multiples of the same number. • Add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions. • Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams. • Multiply simple pairs of proper fractions, writing the answer in its simplest form. • Solve problems which require knowing percentage and decimal equivalents of, 1/2, 1/4, 1/5, 2/5, 4/5 and those fractions with a denominator of a multiple of 10 or 25. • Divide proper fractions by whole numbers. • Multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places. Ratio and proportion • Solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts. • Solve problems involving the calculation of percentages and the use of percentages for comparison. • Solve problems involving similar shapes where the scale factor is known or can be found. • Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples. 
To understand the properties of shapes 
• Recognise and name common 2D and 3D shapes. • Identify and describe the properties of 2D shapes, including the number of sides and line symmetry in a vertical line. • Identify and describe the properties of 3D shapes, including the number of edges, vertices and faces. • Identify 2D shapes on the surface of 3D shapes. • Compare and sort common 2D and 3D shapes and everyday objects. 
• Draw 2D shapes and make 3D shapes using modelling materials; recognise 3D shapes in different orientations and describe them. • Recognise angles as a property of shape or a description of a turn. • Identify right angles, recognise that two right angles make a halfturn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle. • Identify horizontal and vertical lines and pairs of perpendicular and parallel lines. • Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes. • Identify acute and obtuse angles and compare and order angles up to two right angles by size. • Identify lines of symmetry in 2D shapes presented in different orientations. • Complete a simple symmetric figure with respect to a specific line of symmetry. 
• Identify 3D shapes, including cubes and other cuboids, from 2D representations. • Know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles. • Draw given angles, and measure them in degrees (°). Identify: • Angles at a point and one whole turn (total 360°). • Angles at a point on a straight line and a turn (total 180°). • Other multiples of 90°. • Use the properties of rectangles to deduce related facts and find missing lengths and angles. • Distinguish between regular and irregular polygons based on reasoning about equal sides and angles. • Draw 2D shapes using given dimensions and angles. • Recognise, describe and build simple 3D shapes, including making nets. • Compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons. • Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius. • Recognise angles where they meet at a point, are on a straight line, or are vertically opposite and find missing angles. 
To describe position, direction and movement 
• Describe position, direction and movement, including whole, half, quarter and threequarter turns. • Order and arrange combinations of mathematical objects in patterns and sequences. • Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and threequarter turns (clockwise and anticlockwise). 
• Recognise angles as a property of shape and as an amount of rotation. • Identify right angles, recognise that 2 right angles make a half turn and 4 make a whole turn. • Identify angles that are greater than a right angle. • Describe positions on a 2D grid as coordinates in the first quadrant. • Describe movements between positions as translations of a given unit to the left/right and up/down. • Plot specified points and draw sides to complete a given polygon. 
• Identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed. • Describe positions on the full coordinate grid. (all four quadrants) • Draw and translate simple shapes on the coordinate plane, and reflect them in the axes. 
To use measures 
• Compare, describe and solve practical problems for: •lengths and heights. •mass/weight. •capacity and volume. •time. • Measure and begin to record: •lengths and heights. •mass/weight. •capacity and volume. •time. (hours, minutes, seconds). • Recognise and know the value of different denominations of coins and notes. • Sequence events in chronological order using language. • Recognise and use language relating to dates, including days of the week, weeks, months and years. • Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times. • Choose and use appropriate standard units to estimate and measure length/height (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels. • Compare and order lengths, mass, volume/capacity and record the results using >, < and =. • Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value. • Find different combinations of coins that equal the same amounts of money. • Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change. • Compare and sequence intervals of time. • Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times. • Know the number of minutes in an hour and the number of hours in a day. 
• Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml). • Measure the perimeter of simple 2D shapes. • Add and subtract amounts of money to give change. (£ and p) • Tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12hour and 24hour clocks. • Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use appropriate vocabulary. • Know the number of seconds in a minute and the number of days in each month, year and leap year. • Compare durations of events. • Convert between different units of measure. (for example, kilometre to metre; hour to minute) • Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres. • Find the area of rectilinear shapes by counting squares. • Estimate, compare and calculate different measures, including money in pounds and pence. • Read, write and convert time between analogue and digital 12 and 24hour clocks. • Solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days.

• Convert between different units of metric measure. • Understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints. • Measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres. • Calculate and compare the area of rectangles (including squares), and including using standard units, squarecentimetres (cm2) and square metres (m2) and estimate the area of irregular shapes. • Estimate volume and capacity. • Solve problems involving converting between units of time. • Use all four operations to solve problems involving measure (for example, length, mass, volume, money) using decimal notation, including scaling. • Solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate. • Use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places. • Convert between miles and kilometres. • Recognise that shapes with the same areas can have different perimeters and vice versa. • Recognise when it is possible to use formulae for area and volume of shapes. • Calculate the area of parallelograms and triangles. • Calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm3) and cubic metres (m3), and extending to other units. 
To use statistics 
• Interpret and construct simple pictograms, tally charts, block diagrams and simple tables. • Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity. • Ask and answer questions about totalling and comparing categorical data. 
• Interpret and present data using bar charts, pictograms and tables. • Solve onestep and twostep questions (for example, ‘How many more?’ and ‘How many fewer?’) using information presented in scaled bar charts, pictograms and tables. • Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs. • Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs. 
• Solve comparison, sum and difference problems using information presented in a line graph. • Complete, read and interpret information in tables, including timetables. • Interpret and construct pie charts and line graphs and use these to solve problems. • Calculate and interpret the mean as an average.

To use algebra 
• Solve addition and subtraction problems involving missing numbers. 
• Solve addition and subtraction, multiplication and division problems that involve missing numbers. 
• Use simple formulae. • Generate and describe linear number sequences. • Express missing number problems algebraically. • Find pairs of numbers that satisfy an equation with two unknowns. • Enumerate possibilities of combinations of two variables. 
• Solve addition and subtraction problems involving missing numbers. 
• Solve addition and subtraction, multiplication and division problems that involve missing numbers. 
• Use simple formulae. • Generate and describe linear number sequences. • Express missing number problems algebraically. • Find pairs of numbers that satisfy an equation with two unknowns. • Enumerate possibilities of combinations of two variables. 
AIMS
We aim to provide the pupils with a mathematics curriculum which will produce individuals who are literate, numerate, creative, independent, inquisitive, enquiring, and confident. We also aim to provide a stimulating environment and adequate resources so that pupils can develop their mathematical knowledge, skills and understanding to their full potential. We believe that the best teaching develops conceptual understanding alongside pupils’ fluent recall of knowledge and confidence in problem solving. We aim to teach the mathematical skills in line with the 2014 The National Curriculum for mathematics aims to ensure that all pupils:
 become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
 reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
 can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Our pupils should:
 have a sense of the size of a number and where it fits into the number system
 know by heart number facts such as number bonds, multiplication tables, doubles and halves
 use what they know by heart to derive new facts and apply them to calculations
 calculate accurately and efficiently, both mentally and written, drawing on a range of calculation strategies
 recognise when it is appropriate to use a calculator and be able to do so effectively
 make sense of number problems, including real life problems, and recognise the operations needed to solve them
 discuss and explain their methods and reasoning using correct mathematical terms
 judge whether their answers are reasonable and have strategies for checking them where necessary
 suggest suitable units for measuring and make sensible estimates of measurements
 explain and make predictions from the numbers in graphs, diagrams, charts and tables in appropriate curriculum areas
 develop spatial awareness and an understanding of the properties of 2D and 3D shapes
PROVISION
The programmes of study are organised in a distinct sequence and structured into separate domains. Pupils should make connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.
Information and communication
Pupils are provided with a variety of opportunities to develop and extend their mathematical skills.
Lessons begin with a mental/oral starter followed by a main teaching activity and a plenary session. The teaching of mathematics at Tilbury Pioneer Academy provides opportunities for:
 group work and investigative discussion
 guided work led by a member of the classroom teaching team.
 paired work
 whole class teaching
 individual work
 Use of ICT to support learning and development of skills (iprogress/ accelerated Maths).
 Outdoor Maths learning linked to investigation and mathematical enquiry.
Pupils engage in:
 the development of mental strategies (showing progression in line with the Maths milestones)
 Efficient written methods of the four operations (meeting minimum expectation outlined in the Maths milestones and GLC Calculations policy).
 practical work
 investigational work and problem solving
 Minimum of a weekly using and applying session.
 mathematical discussion
 consolidation of basic skills and number facts
 the appropriate use of ICT to support learning
 Maths challenge to support the consolidation and embedding of multiplication facts.
 The opportunity to embed these mathematical skills and concepts across the curriculum.
 Termly movie nights (KS2) provide the opportunity for stimulating creativity and enjoyment for Maths.
At Tilbury Pioneer Academy we recognise the importance of establishing a secure foundation in mental calculation and recall of number facts before standard written methods are introduced. Our Progression in Calculations document is available to all members of staff who teach mathematics. We ensure that children are introduced to the correct mathematical vocabulary at the beginning of and throughout each topic. Children are encouraged to use this terminology in their verbal and written explanations. This vocabulary is displayed on Working Walls throughout units of work and rigorously applied to concepts.
Mathematics contributes to many subjects and it is important that children are given opportunities to apply and use Mathematics across the curriculum and in real contexts. Mathematical links are established across the curriculum and are highlighted in blue on foundation planning.
We endeavour at all times to set work that has high expectations for all, is challenging, motivating and encourages pupils to talk about what they have been doing. Learners are encouraged to be thoughtful, inquisitive and resilient. Learning rewards are used to celebrate achievements and successes across then curriculum.
ROLE OF SUBJECT LEADER
The mathematics subject leader is responsible for coordinating mathematics through the school. This includes:
 ensuring continuity and progression between year groups
 advising and supporting colleagues in the implementation and assessment of mathematics throughout the school
 identifying good practice & areas of development, to ensure that support is provided from within the school whenever possible
 assisting with requisition and maintenance of resources required for the teaching of mathematics (within the confines of the school budget)
 encouraging the effective use of resources and displays to scaffold learning
 keep up to date with new initiatives and mathematical research in order to move mathematics forward within their school
TEACHING & LEARNING
At Tilbury Pioneer Academy we believe in Quality First teaching for all children. We achieve this through ensuring the key principles of good quality teaching are applied in all lessons.
ROLE OF CLASS TEACHER
Teachers will:
 encourage pupils to have a positive and confident attitude to the subject.
 promote interest in and enjoyment of maths.
 Ensure that afl is used to plan appropriate learning experiences that enable all pupils to make progress
 recognise how children learn and provide visual, auditory and kinaesthetic material.
 present pupils with a wide range of mathematical experiences which will challenge their ability to explore ideas and develop mathematical thinking.
 enable pupils to communicate and discuss mathematical ideas using their own and technical language to convey meaning.
 encourage pupils to be creative and inventive in mathematics.
 encourage pupils to gain an appreciation of the relationships and patterns across the mathematical curriculum.
 enable pupils to apply mathematical skills in a variety of situations.
 equip pupils with a variety of mathematical strategies (to use in real life situations).
 find maximum opportunities for using mathematics in other subjects including ICT.
 ensure that mathematical learning takes place in a wellorganised and number rich, stimulating environment (including the outdoor classroom and school grounds whenever possible).
 have a maths working wall which be used as an ‘aidememoire’ for current learning
A working wall will include a current Learning Objective, Key Success Criteria, related models & images, key vocabulary and examples of children’s work. Opportunities for children to interact with the display on sticky notes or extension activities may also be included on the working wall.
 enable and encourage pupils to be independent and also provide support when appropriate.
 set suitable homework in KS1 and KS2 in line with the guidance provided in the school’s homework policy.
We believe that in highly effective practice, teachers get ‘inside pupils’ heads’. They find out how pupils think by observing pupils closely, listening carefully to what they say, and asking questions to probe and extend their understanding, then adapting teaching accordingly.
ASSESSMENT
At Tilbury Pioneer Academy we continually assess our pupils and record their progress. We see assessment as an integral part of the teaching process and strive to make our assessment purposeful, allowing us to match the correct level of work to the needs of the pupil, to ensure good progress.
Information for assessment is gathered in various ways:
 listening to children’s responses
 carefully constructed questioning to elicit further clarification of thinking
 whiteboard work
 observing pupils manipulating resources
 marking
 formal testing
Teachers will use these assessments to plan further work and also to make their own Teacher Assessment which is recorded on Target tracker each term. At the end of Reception children’s assessments are recorded in their Foundation Stage Profiles.
EQUAL OPPORTUNITIES
All children have equal access to all aspects of the mathematics curriculum. This is monitored by analysing pupil performance throughout the school to ensure that there is no disparity between groups. Appropriate support is provided as necessary to ensure that all children can access the curriculum. Children with IEPs related to mathematical development will be supported by the classroom teacher, SENCO and subject leader. Additional provision will ensure that children with IEPs can access their target and can make manageable steps to meet them.
PARENTAL/CARER INVOLVEMENT
At Tilbury Pioneer Academy we encourage parents and carers to be involved by:
 sharing current mathematical methods through providing information from the school calculation policy.
 holding workshops for parents/carers focusing on areas of mathematics
 Termly movie night to establish links between ‘film’ and mathematical skills.
GOVERNING BODY
At Tilbury Pioneer Academy we have an identified Governor for Mathematics and s/he is invited to attend relevant school INSET, liaise with the maths subject leader and visit lessons.
The Mathematics Governor reports back to the Curriculum Committee.
Appendix 2
QUALITY FIRST TEACHING  MATHEMATICS
Whole Class Teaching
Daily discrete mathematical teaching:
 is lively and engaging
 involves a carefully planned blend of approaches to direct children’s learning
 challenges children to think
 clearly defines and maps out the skills and knowledge which children are expected to learn
 recognises that mathematics is a combination of concepts; facts, properties, rules, patterns and processes, which require a broad repertoire of teaching and organisational approaches
 uses directive, inductive and exploratory approaches appropriately
 uses display to stimulate, develop and celebrate learning
The key features of Quality First Teaching are:
 daily, discrete mathematical teaching for all children, where ICT is an integral part, where pupils are taught the knowledge and skills as outlined in the National Curriculum
 regular opportunities for application of skills across the curriculum
 systematic teaching to secure knowledge of number facts and develop a good understanding of the four operations
 speaking and listening to reinforce and extend mathematical understanding and vocabulary
 problem solving skills and methods form an integral part of all aspects of mathematical teaching
Using and Applying
Regular opportunities are given to practise and apply mathematical knowledge and understanding in a range of contexts to:
 develop skills of reasoning, logic and generalisation
 develop automaticity and reasonableness
 plan and pursue a line of enquiry
Mental and Oral work
Ensures that pupils have opportunities to: Rehearse, Recall, Refresh, Refine, Read and Reason:
 pupils use and listen to the language of mathematics, explaining their methods, ideas and reasoning
 practise and secure recall: number facts, shape names and properties, units of measures, types of charts, and graphs
 practise and consolidate existing mental calculation skills, set in context of problem solving
 develop thinking and reasoning skills.
 clarify and refine their understanding
 interpret images, diagrams and symbols correctly; read number sentences and provide equivalents; describe and explain diagrams and features involving scales, tables or graphs
 make informed choices and decisions, predict and hypothesise; use deductive reasoning to eliminate or conclude: provide examples that satisfy a condition always, sometimes or never and say why
Plenary
The three main purposes of the plenary are feedback, reflection and forward planning.
The plenary:
 confirms what learning has taken place, making reference to the lessons objectives and drawing together the key points that pupils should know and be able to recall.
 enables teacher and pupils to diagnose and address areas of misconception
 engage the pupils in discussion
 contains short tasks that draw on the pupils knowledge
 looks forward to what pupils could do next and, where appropriate, homework is set.
 make links to other work, within mathematics, across the curriculum and is related to the ‘real world’
Mini Plenary
Mini plenaries are used during the lesson to:
 direct learning referring back to the Learning Objective and the Success Criteria
 draw attention to possible misconceptions
 motivate by sharing good examples of work
Effective regular guided group support
Small groups guided by the Teacher or LSA will be used:
 to further extend and develop children’s mathematical understanding
 using flexible groupings according to need
Independent work
Independent work will include regular opportunities to:
 consolidate learning through using and applying knowledge and skills through problem solving and games
 extend and broaden knowledge and skills through openended problem solving that is child led
Interventions
Extra support is given to children where needed. This may be on a one to one basis or in a small group. They may be led by an LSA directed by the class teacher or by a specialist teacher.
Assessment and Expectation
 Prior learning checks are used to ensure that pupils’ starting points are identified at the beginning of each unit of work
 Pitch and pace of work is sensitive to the rate that children learn whilst ensuring that expectations are kept high and progress is made by all children
 Curriculum and child targets for each term: visible, monitored and assessed;
 All teachers are aware of age appropriate expectations and how to move towards and exceed them.
 Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning and where they need to go and how best to get there. (Assessment Reform Group 2002)