Castle Wood

Together, children first...

 

Mathematics and Problem Solving  Curriculum Pathways at

Castle Wood

Maths

 

Introduction

At Castle Wood School we provide a Mathematics Curriculum that reflects the varying needs and learning styles of the pupils. Children will have equal access to a wide variety of mathematical experiences in order to give them the skills, knowledge and independence to cope with everyday life and prepare them for adulthood.

 

Mathematics teaches children how to make sense of the world around them through developing their confidence and competence in Number, and Shape, Space and Measures and most importantly the using and applying of these skills within Mathematics and  other curriculum areas.

 

At Castle Wood we provide a Mathematics  Curriculum that reflects the varying needs and learning styles of pupils. The curriculum is not delivered to  particular year groups since ability varies from child to child.  Therefore we offer  the Mathematics Pathways in Number and Shape Space and Measures that ensures that we can provide a bespoke curriculum that reflects the needs of the children.  This enables the children to achieve and make progress.

Children  are taught the key content, in a creative, cross-curricular way with significant practical activity, allowing children to work at a level appropriate to their ability rather than their age, to improve outcomes and raise standards of achievement.

 

We aim for children to become secure with their subject knowledge, gain confidence to become independent, autonomous learners through a varied diet of activities. We also aim to devise imaginative, thorough and innovative styles of teaching to enable students to gain a positive attitude to Mathematics, developing confidence, enjoyment and perseverance.

 

We make Mathematics  physical and practical,  thus enabling  the children to actively engage with the subject, both inside and outside the classroom. We believe that through practical activity, exploration and discussion children will develop confidence and resilience and children will achieve.

           

Intent

Children (and adults!) can find Mathematics difficult because it is an abstract concept. Mathematics for children who are working significantly and consistently below age related expectations can therefore be challenging due to issues around working memory and understanding. 

 

Mathematics at Castle Wood  plays an important role within the primary curriculum. The children have the opportunity to explore and interact with practical and exciting methods of teaching to gain and practice the different mathematic skills, and knowledge. Mathematics skills are also interwoven into other areas of the curriculum. This happens across all Key Stages. The children have the opportunity to use many different resources, to help them to understand the different objectives and are assessed using continuous teacher assessment. The children are also supported through home learning as they are asked to practice Maths skills at home.

 

At Castle Wood we use a small step teaching approach, where the children are supported to achieve each step as independently as they are able, this is very important and allows the children to achieve well and reach their full potential. We teach in a holistic approach with life skills throughout to help a child learn as part of a group as well as an individual. Pupils also have the opportunity to transfer their skills to other settings in the school and particularly learning outside the classroom.

 

We consider the imperative value that children develop positive attitudes and interests in Mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes, thus building resilience and self esteem.

 

The Mathematics curriculum is progressive and aims to develop children’s fluency, mathematical reasoning and problem solving. During learning through play children  encounter, understand, demonstrate and analyse whilst  learning to be  and learning to do mathematically.

 

Intent

Progression from Seedlings to Sycamore

At Castle Wood we organise children into Key Stages. However our Curriculum Pathways reflect the developmental level of each child, therefore providing a bespoke curriculum that meets the needs of the child. Therefore it is possible to have children from all Key Stage groups accessing any part of the Mathematics and Problem Solving Curriculum Pathways. The Learning Intent for each Pathway is as follows :

Seedlings  

During the Seedlings Pathway the children are “Learning to be”. They encounter Mathematics in a multi- sensory way and their Engagement Profile will support this.  The children  are starting to notice things happening  and begin to problem solve. They start to anticipate things and use practical strategies and resources. They are starting to engage by  following routines and Children are becoming  more aware of objects and Cause and Effect, through a variety of toys and resources for them to explore. Mathematical ideas are presented through enabling environments that encourage a cross curricular approach and Early Communication Skills.

Spruce

During the Spruce Pathway  children are “Learning to be”. They acquire more Mathematical knowledge and are developing their communication skills.  The children are starting to have direct control of their environment and are beginning to understand they have a purpose and they intentionally explore and operate things. They are starting to generalise, at a very basic level, being able to encounter and explore their understanding of basic Mathematics skills and what it means to them. Enabling Environments ensure that Mathematics can be explored in a cross curricular way indoors and outdoors , through Sensory, Music and Art based activities.

Silver Birch

During the  Silver Birch Pathway children are “Learning to do”. They are developing their cognition and are starting to make links in their learning. They are developing their Mathematical skills through discovery and reflection. Children are more aware of time and routines . Children are developing imagination and basic role play skills and they will start to apply their Mathematical knowledge to their play of Real Life Situations, putting their learning into practice.  

Sycamore

During the  Sycamore Pathway children are “Learning to do”. The children are developing their independence skills and will use  investigation to explore and apply what they know. Children are using these skills to Reason and  Problem solve and they are more able to explain their thinking. Children start to apply what they know to Real Life Situations.

Children working past the Sycamore Pathway, access  the Year 3 National Curriculum intentions. NCETM materials, White Rose and Power Maths are used to support teachers in their teaching of Mathematics.

 

Implementation

Number Pathway

At Castle Wood children have ample time on each mathematical area before moving on and these concepts are revisited frequently to embed basic skills. We ensure that tasks and activities are differentiated and  designed to be easy for children  to complete whilst still containing challenging components.

The  Number Pathway  is progressive and enables children to have rich opportunities to : Encounter, understand, demonstrate and analyse in different ways. We recognise the importance of a Number Pathway  and we ensure that children have a variety of resources and learning strategies available to them, that consider their individual sensory needs and learning styles.

                                         

Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop
a deep understanding of the numbers,
the relationships between them and the patterns within those numbers.

The Number Pathway at Castle Wood enables children to develop mathematical skills  relating to counting, the composition of number, recalling number facts, subitising, place value and ordering numbers in a fun and dynamic way.

                            

The Number Pathway focuses on Mathematical skills relating to :

  • Reciting and Counting Numbers
  • Recognising Numbers
  • Comparing Numbers
  • Representing and Recording Numbers
  • Composition of Numbers
  • Mathematical Operations
  • Problem Solving

 

 

Shape, Space and Measures Pathway

At Castle Wood children have ample time on each mathematical area before moving on and these concepts are revisited frequently to embed basic skills. We ensure that tasks and activities are differentiated and  designed to be easy for children  to complete whilst still containing challenging components.

 

At Castle Wood the  Shape, Space and Measures Pathway  is progressive and enables children to have rich opportunities to : Encounter, understand, demonstrate and analyse in different ways. We recognise the importance of a Shape, Space and Measures Pathway  and we ensure that children have a variety of resources and learning strategies available to them, that consider their individual sensory needs and learning styles. 

 

The Shape , Space and Measures Pathway at Castle Wood enables children to develop mathematical spatial reasoning skills  relating to shape, space and measures in a fun and dynamic way.

                                        

The Shape, Space and Measures Pathway focuses on Mathematical skills relating to :

  • Shape: 2d and 3d Shapes , Patterns
  • Space : Position and Direction
  • Measures : Height, Length, Weight/ Mass, Capacity/Volume, Time, Money
  • Problem Solving

 

Problem Solving

Problem solving involves four key mental processes: Perception, Thinking, Action  and Evaluation. At Castle Wood we provide opportunities for thinking and problem solving in everything we do and therefore everything we do should be regarded as an opportunity for thinking and problem solving.

 

We provide activities that support :  Memory building, Sabotage:  Recognition of a problem,  Independent solutions,  Generalisation, and Self-belief and confidence in a practical, fun, engaging way.

 

Maths Mastery Approach

 

Children will start working on the Maths Mastery approach from Branch 5. Prior to this children need a more Sensory and holistic, child led approach to their Mathematics learning and will be following the Engagement Scales. Adults will observe the child and model and scaffold new ideas to them. Through careful assessment and knowing the child’s interests staff will know what to do when with the child.

At Castle Wood children have ample time on each mathematical area before moving on and these concepts are revisited frequently to embed basic skills. We ensure that tasks and activities are differentiated and designed to be easy for children to complete whilst still containing challenging components.

Children will also develop a secure base of knowledge and vocabulary from which mastery of mathematics is built.

For some children this includes the application of these skills. The application of these skills is imperative in the children’s mathematical understanding as it enables them to demonstrate, discover and reflect on their learning and promotes thinking skills.

For some children, lessons and activities are designed to be taught encouraging using problem-solving approaches to encourage pupils’ higher-level thinking and analysing skills. The focus is on working with pupils’ core competencies, building on what they know to develop their relational understanding.

 

Training - Mastering Number

Castle Wood School are involved with the Mastering Number Project and have received training through the NCETM.

This project aims to secure firm foundations in the development of good number sense for all children. The aim over time is that children will develop fluency in calculation and a confidence and flexibility with number. Attention will be given to key knowledge and understanding needed to progress through the pathways and within the Key Stages. 

 

The programme was designed to support children in mainstream schools that were struggling with basic Mathematical skills and concepts. At Castle Wood the programme has been developed to meet the needs of our children, so they can :

 

  • Develop and demonstrate good number sense

 

  • Develop a secure understanding of how to build firm mathematical foundations

 

It enables staff to:

  •  Develop intentional teaching strategies focused on developing fluency in calculation and number sense for all children.

 

  • Develop understanding and use of appropriate manipulatives to support the teaching of mathematical structures.

 

Mastering Number Parent Project

 

During the Summer Term 2024 some children and families will be involved with the Mastering Number Parent Project, which will support families in learning about how we approach Mathematics in school . This project provides parents with a variety of practical games to support their children’s learning at home over a five week period.

 

The recent Parent launch events have been very positive and parents are looking forward to completing the project with their children.

                                            

Some Parent Quotes from the Workshops in April 2024:

"I found the session useful to ensure consistent language are used between home and school". 

 "I liked being shown different activities to do with my son to help with Mathematics".  

 "The session was useful as it explained how my child is learning and how to help her at home". 

"It is useful to see how children are learning Maths at school and how we can incorporate this at home". 

"I liked learning about Maths at home. Brilliant ideas! I like the activities and resources being in the folder and attached to the front of the folder". 

 

NCETM : Maths Mastery for  SEN Schools Work Group

 

Castle Wood School is also involved in the NCETM : Maths Mastery for  SEND Schools Work Group working alongside other local SEND Schools in sharing good practice and embedding Maths Mastery approaches in our schools.

 

Mathematical Activities and Approaches :

We use a variety of mathematical  activities  and approaches to support the children including:

  • Shared, modelled and guided activities
  • Individual Maths work / Small group work
  • Routine, Order, Certainty and Structure (ROCS)
  • My Thinking and Problem Solving
  • Mastering Number Programme
  • Thinking and Problem Solving
  • CPA : Concrete , Pictoral, Abstract
  • Manipulatives , such as tens frames , part, part whole model, Numicom
  • Bar model
  • TEAACH activity trays 
  • Exploring and doing through play .
  • Real Life Maths
  • Art/ Craft based Maths activities
  • Interactive Maths games
  • ICT : Interactive programmes and Maths game

 

Impact 

Castle Wood’s Mathematics Journey :

 

  • The introduction of the Mathematics and Problem Solving Pathways for Number and Shape , Space a Measures has ensured staff are aware of what intentions to cover . The curriculum is designed to be progressive, so staff can follow it easily.

 

  • Involvement with NCETM has ensured that we are embedding a Maths Mastery approach across school more consistently. It is evident in moderation and through the review process that children are starting to use Maths Talk and Stem sentences at school.

 

  • Staff are more confident , through training to encourage children to rehearse Maths Talk and Stem Sentences that aids with children’s learning.

 

Next Steps :

 

  • In the next academic year we will be continuing to run the Mastering Number Programme through the NCETM.
  • We will continue to be involved with the NCETM : Maths Mastery for SEN Schools Work Group to further embed Maths Mastery at school.