Mathematics
Maths intent
Maths is a subject that is invaluable for life and at Stroud Valley we want to help shape learners that have a positive attitude to mathematics and an interest in mathematical concepts. We work in a range of different ways both individually and cooperatively. We make links with the real world wherever possible to enable our children to see why they are learning these concepts and how they will help their future life, showing children that maths is fun and everyone CAN do maths.
We want children to develop their conceptual understanding and be able to recall facts rapidly and accurately. We know that making mistakes is a good thing and we learn from making mistakes! We want to create and nourish learners who have a love of maths, are able to solve problems and be in charge of their own learning through working through fluency, reasoning and problem solving to become able mathematicians.
Can Do Maths
At Stroud Valley we use the Can Do whole school progression overview produced by CanDoMaths together with the related termly overviews as a basis for our planning in mathematics.
Through every lesson from year 1-6 we work on a 'do it, secure it and deepen it.'
At Stroud Valley, our mathematics curriculum follows a mastery approach where children are encouraged to Do it, Secure it, Deepen it and Explain it. Children first develop a secure understanding of new concepts through carefully structured teaching and practical experiences (Do it). They then build fluency and confidence through practice (Secure it) before applying their knowledge to reasoning and problem-solving in increasingly challenging contexts (Deepen it). Finally, children are encouraged to communicate and justify their mathematical thinking using precise mathematical vocabulary (Explain it). This approach develops confident, resilient mathematicians who understand not only how mathematics works, but also why.
Do it
Learn and practise a new mathematical skill or concept with support.
Use concrete resources, follow worked examples, complete guided practice and build fluency.
Secure it
Apply the skill accurately and independently until it becomes secure.
Complete independent practice, recall facts fluently, choose appropriate methods and demonstrate accuracy.
Deepen it
Apply learning in different contexts and solve increasingly complex problems.
Investigate patterns, solve reasoning problems, make connections between concepts and tackle unfamiliar questions.
Explain it
Communicate mathematical thinking using precise mathematical language.
Justify answers, explain strategies, compare methods, prove reasoning and evaluate the thinking of others.
Fluency Lessons:
In KS2, all children will receive a 15 minute Fluency lesson in addition to their main 45-60 minute maths lesson. The aim of fluency lessons is for children to practise and consolidate number and calculation skills that have been previously taught. The focus on depth and mastery in our main maths lessons means that children may not practise certain skills for many weeks. Fluency lessons, therefore, ensure regular revision and consolidation of skills from across the maths curriculum. Fluency lessons may or may not link directly with the learning in the main maths lesson on a given day.
Recording of work in Fluency lessons will range from informal jottings to formal written calculations and will be done in a dedicated maths Fluency book - but there is no expectation that there will be recording during every lesson, especially if the lesson focuses on mental arithmetic.
The purpose of fluency lessons is to allow children to revisit, practise and remember more.
NCETM ‘Mastering number’
Teachers in YR-Y2 participate in the NCETM’s ‘Mastering number’ project. The project aims at ensuring children in KS1 have a secure foundation in number sense. Daily fluency lessons in YR, Y1 and Y2 are based around the mastering number plans and make use of the ‘Rekenrek’ and other manipulatives and pictorial representations.
Times Tables:
From Year 2, children will begin to learn their times tables facts in a more formal way. By the end of year 4 it is expected that all children will able to rapidly recall all times tables facts up to 12 x 12 along with the related division facts – and there is now a national times tables check to find out the % of children who meet this standard. In addition to daily practise in class we use the following programmes to support, motivate and celebrate the children’s progress in learning their tables.
Times Tables Rockstars
Times tables rockstars is an online platform that motivates children to practise their times tables in a game style format. Children practise tables by playing a selection of rock n roll themed games that test their quick recall of tables facts.
Doodle maths
At Stroud Valley, we use Doodle Maths to support every child's learning by providing a personalised programme that adapts to their individual needs. The app builds confidence by offering short, engaging daily activities that reinforce key mathematical skills and concepts.
Doodle Maths identifies each pupil's strengths and areas for development, ensuring they work at the right level and make steady progress. Regular use helps improve fluency, problem-solving, and independence while complementing classroom teaching.
We encourage pupils to complete a few minutes of Doodle Maths each day at home as part of their learning routine. Consistent practice helps develop strong mathematical foundations, boosts confidence, and supports long-term success in maths.
Assessment
Assessment:
Children are continually assessed against the key National Curriculum objectives for their year group.
Assessment for learning is the basis of effective classroom practice. At each stage of the lesson, our staff use elicitations and ongoing formative assessment to make decisions about the learning of each child; whether this be to support, consolidate or extend their learning.
In addition to the ongoing formative assessment during lessons and marking of work in books, we also use the Ready to progress Can do tests to provide summative assessment data. The children sit the tests at the end of term 3 - and then NFER end of year tests for year 1, 3, 4 & 5 in term 6. Year 2 partake in optional SATs and year 6 in KS2 SATs. Data from the tests is used alongside other evidence to make a summative teacher judgment of each child’s attainment at these points.
End of block and end of term judgments are recorded in the ‘insight’ assessment grid and tracker.
Many teachers also choose to use the short, end of unit tests produced by CanDoMaths – these can help to make judgments against individual objectives and address misconceptions accordingly.
We undertake regular in-house moderation of Maths work, as well as Cluster moderation involving local schools of similar size and demographic.