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Times Tables Rock Stars (ttrockstars.com)

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Our calculation policy sets out how calculations are taught at our school. We use concrete, pictorial and abstract methods to teach children the four operations.

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At Woodlesford, everyday starts with Early Bird Maths. For 15 minutes as children are coming into school, they focus on a variety of arithmetic questions to reinforce and consolidate the arithmetic skills that children are expected to learn in their year group. We believe that this has a huge impact on children's fluency and proficiency with number, alongside improving their mental strategies.

The children at Woodlesford have grown in confidence just from an extra 20 minutes of maths per day!

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Times Table Rockstars plays a huge part of maths at Woodlesford, both in school and at home.

From Year 1 upwards, children complete TTRS three times a week in school. Children are given three minutes to answer 60 questions on a given times table.

Year 1 : 2, 5 and 10
Year 2: 2, 5 and 10
Year 3: 3, 4, 8
Year 4: times tables up to 12 x 12
Year 5: times tables up to 12 x 12
Year 6: times tables up to 12 x 12

The online programme of TTRS, that children can use at home, is bespoke and individualised to suit a child's needs.

Pupils begin with a baseline and play in a gig. The gig then determines which table they are going to practice in the garage or arena. Children spend as much time as they need on this times table before completing another check and then children will move on.

There are different rock statuses that children can achieve as they make progress. Ultimately, our aim at Woodlesford is that children achieve Rock Hero status and achieve a level of 420.

Please contact your child's class teacher if you need their username and password.

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These are the topic areas we will be covering in Reception throughout the year.

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These are the topic areas we will be covering in Year 2 throughout the year.

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These are the topic areas we will be covering in Year 3 throughout the year.

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These are the topic areas we will be covering in Year 4 throughout the year.

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These are the topic areas we will be covering in Year 5 throughout the year.

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These are the topic areas we will be covering in Year 6 throughout the year.

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This document shows when skills are covered at school and what children must be able to do before they leave the year group.

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The 2014 National Curriculum for Maths aims 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 Woodlesford, fluency, reasoning and problem solving are embedded in our curriculum. We believe that mathematics is a fundamental part of children’s development throughout school. We intend to deliver a curriculum which:

· Allows children to be a part of creative and engaging lessons that will give them a range of opportunities to explore mathematics following a mastery approach.

· Promotes enjoyment of learning through practical activities and discussion.

· Allows children to apply their learning in different contexts.

· Makes connections across mathematical ideas to develop fluency, reasoning and competence in solving increasingly challenging problems.

· Is in line with the expectations of the national curriculum.

· Helps children understand the importance of mathematics in everyday life.

· Develops confidence and competence with numbers and the number system.

· Enables children to communicate effectively mathematically

· Develop effective methods of recording their work

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Assessment

Primarily, assessment for learning techniques used by teachers has the greatest impact on children's learning. At Woodlesford, teachers use daily assessment to provide a live picture of progress within lessons and to determine next steps and subsequently, planning. Children receive feedback for their work through comments from the class teacher/ teaching assistant.

At the end of every term, all year groups complete testing to produce data. These outcomes are analysed with points for action determined; often-identifying key groups to plan intervention and these outcomes are the basis for discussion at Pupil Progress Meetings.

Further impact:

· children are competent and confident mathematicians who have a ‘can do’ attitude to their maths learning.

· children demonstrate their ability to reason and problem solve.

· each child has the ability and confidence to recognise relationships and make connections throughout maths.

· children show a high level of pride in the presentation of their work.

· maths is a lesson that is enjoyed by all.

· quick recall of facts demonstrating children's number fluency.

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This is what will be taught during the autumn term in Year 2. The White Rose Maths small steps which are covered have been mapped with the National Curriculum objectives.

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This is what will be taught during the autumn term in Year 3. The White Rose Maths small steps which are covered have been mapped with the National Curriculum objectives.

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This is what will be taught during the autumn term in Year 4. The White Rose Maths small steps which are covered have been mapped with the National Curriculum objectives.

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This is what will be taught during the autumn term in Year 5. The White Rose Maths small steps which are covered have been mapped with the National Curriculum objectives.

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This is what will be taught during the autumn term in Year 6. The White Rose Maths small steps which are covered have been mapped with the National Curriculum objectives.

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This document maps out the DfE ready to progress criteria and matches it to the small steps throughout the year. Some of these are repeated to ensure children remember more over time.
Once children have achieved the objectives set out, they are ready to progress to the curriculum that follows in the next academic year.

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These are the topics we will be covering in Year 1 throughout the year.

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This is what will be covered throughout the autumn term in Year 1 (small steps and National Curriculum objectives included).

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Maths is broken into phases in reception with each one being given a title. Numerous topics are weaved in to these phases. This is what will be taught by reception in the autumn term.

In Reception, we follow Development Matters. Each topic is mapped to Development Matters for 3-4 and reception age. This is then linked to the Early Learning Goals.

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Planning:

At Woodlesford, to ensure whole school consistency and progression, the school uses White Rose Maths hub. The White Rose Hub is a mastery maths programme with a mantra: ‘everyone can do maths: everyone can’ and this is what we, as a school, believe true of our pupils.  The White Rose Hub breaks learning down by taking the concrete-pictorial-abstract approach, which is a ‘key resource in developing a deep understanding of maths for all pupils’.  (See calculation policy for more information.)

Concrete: pupils using equipment such as numicon, base 10, counters etc. to help them understand the concept that they are learning.

Pictorial: pupils ‘draw’ the representation of the concrete resources.

Abstract: when pupils are ready, they move onto the abstract representation.

The concrete or pictorial representation can be referred to as the ‘model’ and the abstract can be referred to as the calculation. At Woodlesford, we believe it is important to teach these alongside each other to ensure children’s understanding of key concepts.

The White Rose Maths breaks down the curriculum into smaller steps, which are entitled
‘Schemes of Learning’. Each unit of learning builds upon children’s prior learning.

The expectation is that the vast majority of pupils at Woodlesford will move through the ‘schemes of learning and programme of study’ at broadly the same pace. However, it is the role of the class teacher to make decisions about when to progress based on children’s understanding. Through the White Rose, teachers should differentiate a task by support, scaffolding or equipment. Pupils who grasp concepts readily are challenged through reasoning and problem solving and these are available in every lesson. Children who are not readily fluent are given additional support and time to explore a particular small step.

All children are given the opportunity to reason and problem solve within a lesson.

Through our curriculum, teachers are expected to take the following strategies into account:

· Small steps – and following these in order.

· Multiple opportunities for verbal and written reasoning.

· Modelling of all skills and methods.

· Opportunities for children to make connections with other areas of maths.

· Multiple opportunities for high quality discussion and modelling of vocabulary.

In addition to this, all children across school (year 1 upwards) have ‘Maths Standards’ in their books. The standards were agreed by all staff and children are aware of these. These standards are in place to maintain high standards and consistency. Standards in books are monitored by subject leaders and SLT.

As a school, we have introduced Times Table Rockstars and this is something that we place great importance on. From Year 1 upwards, pupils at Woodlesford access TTRS in school 3 times a week at the start of a maths lesson. Teachers follow the year group expectations as set out by the National Curriculum. However, these tests can also be set depending on the needs of the child.

Across school, a mental maths starter follows on from TTRS before moving into the main body of the lesson. In Key Stage 1, TTRS is followed three times a week and a mental maths session twice a week.

We believe all of our pupils should be excellent mental mathematicians so in addition to the mental maths starter, children also access a mental maths test which is completed weekly.