1. 1. Mathematics​

Subject Leaders

Reena Chandarana
 
I am the Assistant Head Teacher.  I have been teaching at Mayflower for over 16 years and I teach in Year 2 three days a week.  Seeing children progress through their primary education is something I am passionate about and I am always amazed by their development.  As well as seeing children progress, I am devoted to developing outstanding teachers and have worked for the SCITT as a lead mentor and quality assurance tutor.   I am the lead for curriculum at Mayflower and also lead Maths through the school alongside Rachel Smart. ​

Rachel Smart
 
I teach in Year 1, I was seconded to Mayflower to support with the RAAC crisis in 2022, and have stayed ever since!  Before this, I worked at Parks Primary School, and really enjoyed my time there. 

​I am also one of the Forest School Leaders at Mayflower, and want to bring energy, creativity, and a passion for outdoor earning to my role as Mathematics Leader at Mayflower Primary School.
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​Intent, Implementation and Impact
 
As Maths Leaders, we will work hard to ensure that our curriculum is effectively delivered to all of the children at Mayflower Primary School.  Teachers are well-trained and equipped with quality resources to deliver engaging lessons. We recognise the interconnectedness of Maths to other areas of the curriculum and because of this, it will deepen children’s knowledge of the wider use of Mathematics.  For further information, please click here:
 
 
Assessment
 
Assessment in Maths takes place during lessons through feedback provided by staff. As per our feedback and marking policy, this is most effective during the lesson. Formal assessments are made at the end of each term, and these are submitted to the Head Teacher, determining attainment, progress, and the overall impact of the curriculum on all our children. They are measured against age-related expectations across the syllabus, using a 4-point system, as follows:
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1. Working below Key Stage
2. Working Towards Age-Related Expectations
3. Working at Age-Related Expectations
4. Working at the Greater Depth Standard

Outcomes in Maths are tracked on a termly basis, and all children are in receipt of trajectory targets, that are set on the basis of outcomes at the end of their Reception Year. Each term, Pupil Progress Meetings are held that will primarily focus on vulnerable groups, most notably those children on the CP Register, PPG, and SEND. Provision Maps are also updated that detail interventions that are used to support those children that have fallen below target. In this way, all children receive the support they need to meet the challenge targets that have been set and agreed for them.
The Assessment Foci (AF) are taken from the White Rose mathematics programme, and the Ready to Progress (RTP) statements also inform teacher’s understanding of how well the children are doing.  On occasion, AFs will be grouped, making the assessment process more manageable, and giving the system a greater capacity to inform Quality First Teaching (QFT) in the classroom.  All staff recognise the primacy of assessment, and how this informs teaching programmes going forward.

Differentiation helps all teachers to ensure that the children’s needs are being met through lesson content that is matched to their current knowledge and understanding in all subjects. Adaptations are also made to ensure that our SEND children can gain access to all lessons, with a strong focus on disciplinary and substantive knowledge.
 
Golden Threads and Curriculum Enrichment
 
Maths supports the 3-Golden Threads in many different ways, and we recognise the contribution it makes to the development of children’s character, ambition, and awareness of world around them.  In relation to the Global Goals, a good understanding of mathematics will help them to understand comparative data in relation to development, poverty, and other related matters.  Statistics can often be used to confuse, but our children will acquire good analytical skills that will help to inform their drive to become effective leaders of the future.  In relation to outdoor learning, effective lessons will be enhanced through being taught outside, and all teachers will take advantage of the opportunity to engage the children in using and applying their understanding in the natural world.  In relation to social justice, a good understanding of mathematics will empower our children to be aware of what is happening in the world, where there is inequality, thus giving them an opportunity to target the actions they take in respect of the challenges the planet is facing at the moment.
 
 
The Journey of the Child
 
Through carefully planned and progressive units that reference prior learning and prepare children for future learning, we can chart a child’s journey through our school from their entry in the Orchard, all the way through to the end of Year 6.  Given the modular form of teaching and detailed planning that underpins this, the Journey of the Child can be understood best by consulting these documents across each year group.  At all times, great care will be taken to ensure that the children can use and apply their understanding across a range of different contexts, and in-line with the Golden Threads that have previously been articulated. 

 
Curriculum in Action

Talking about the curriculum is far less effective than actually seeing it in action.  We love to capture our children’s engagement with the Maths curriculum, both in the classroom and outdoors.  For more information, please tap on the following link: