Castel Primary School

Numeracy

At Castel Primary School, we are dedicated to providing a high-quality inclusive mathematics education that equips our students with the skills and knowledge they need to succeed.

We follow the White Rose Maths Schemes of Learning, which is research-based and designed to support a mastery approach to teaching and learning. This scheme places a strong emphasis on developing a deep understanding of number concepts. We support number fluency and recall with an additional daily session of Number Sense. In KS1 this is the Early Years and Number Facts Fluency programme and the Times Table Fluency Programme in KS2.

Our intent is to create confident, competent and resilient mathematicians who are ready for the next stage of learning and beyond. We aim to develop a strong foundation in number skills, build mathematical fluency and quick recall of key facts, foster problem-solving and reasoning abilities and encourage collaborative learning where all students support each other.

Assessment of Students

Our assessment practices are designed to ensure a comprehensive understanding of each pupil’s strengths and areas for development. We use a combinations of tools to support our judgments of the pupils attainment.

Ready to Progress Statements: These statements are our main indicator of pupils progress. They provide a clear framework of essential knowledge and skills that pupils need to progress in math. They help us identify key concepts  that your child should master at each stage of their education. These are mapped against the White Rose teaching steps so we are able to identify the key objectives which indicate your child’s progress.

GL Assessments: These island wide standardized tests offer a broader perspective on your child’s performance. They allow us to compare your child’s progress with others their age, providing an external measure of their understanding and skills.

White Rose Maths End of Term Assessments: These assessments align with our curriculum and are conducted at the end of each term. They help us gauge how well pupils have understood and retained the material covered during the term.

Together, these tools allow us to make informed judgements about each pupil’s progress. We regularly review assessment data to tailor our teaching, ensuring that every child receives the support they need to succeed in math. A verbal indication of their current level of attainment will be shared with you by the class teacher in the autumn and spring term parents’/carers’ meetings.  If you have any questions or would like more detailed information, please feel free to ask. At the end of the year, the children will receive one of the following descriptors on their report to reflect where they stand in relation to their age.

	Name	Description
P	Personalised	is making progress within a curriculum that has been personalised for their stage of learning.
T	Towards	is not yet working at the standard expected for the end of the year.
S	Secure	is working securely within the standard expected for the end of the year.
E	Exceeded	has exceeded the standard expected for the end of the year.

How Our Scheme Supports Children

Number at the Heart: Our curriculum places a significant focus on number skills, ensuring that students spend sufficient time reinforcing their understanding. This builds competency and confidence, allowing children to access all areas of the mathematics curriculum with ease.

Depth of Knowledge: The White Rose Maths Schemes are carefully structured to ensure that children achieve a deep understanding of each topic. Opportunities to revisit and build on previously learned skills are integrated throughout the curriculum, helping to consolidate knowledge over time.

Collaborative Learning: By progressing through the scheme as a whole group, students of all abilities can work together, supporting and learning from each other. This collaborative approach fosters a positive learning environment and encourages peer support.

Comprehensive Curriculum Coverage: Our scheme develops all key areas of mathematics in a spiral curriculum, meaning children encounter important mathematical concepts multiple times throughout their schooling. Each time a topic is revisited, it builds on what was learned previously. By revisiting and practicing concepts over time, children are more likely to remember and understand them. This ensures that children acquire the necessary knowledge and skills to become confident mathematicians.

The Concrete-Pictorial-Abstract (CPA) Approach

How we embed mathematical skills in our school

Research shows that children learn new skills best when they are given the opportunity to learn the concept by following the CPA approach.

– Concrete: Children use physical objects and resources to understand mathematical concepts.

– Pictorial: Visual representations help children make connections between the concrete and abstract.

– Abstract: Building from concrete and pictorial stages, children develop a deeper understanding of abstract mathematics.