Non-Negotiables

• Maths lessons will be delivered 4 x per week. An arithmetic lesson will be delivered once a week before completion of an arithmetic assessment on a Friday. The expectation is that there should be no more than 3 maths lessons presented in books weekly.
• Both staff and pupils need to have high expectations of the presentation and layout in the workbooks. Presentation expectations need to be consistent with all other curriculum areas.

Planning Expectations

• Long term and medium-term planning should be in line with the White Rose Maths curriculum and scheme of learning
• Short term lesson planning should be adapted from White Rose and personalised to meet the needs of the children within specific cohorts. WRM Powerpoints and resources should not be used solely.
• Lessons should follow a structure of My turn, Our turn, Your turn. This could be implemented through lesson slides/visualisers/practical activities/ exploration activities – depending on the context of the learning taking place.
• Concrete apparatus should be used in each year group to support and embed understanding
• One timed arithmetic test should be administered at least every other week, this data should be recorded via teams and a gap analysis should be completed to ensure the following week’s arithmetic lesson should be focused on a common misconception.
• All classes should use their maths display as a maths working wall with appropriate mathematical vocabulary displayed in line with key content taught.
• Concrete resources should be accessible and visible to pupils at all times and they should know when and how to use these.

Lesson + resources expectations

Key stage 1 + 2

• MOY approach, as previously stated.
• All children should be working at their level of need at all times.
• Adaptive teaching pedagogy:

All staff have been provided with high-quality CPD from the maths lead regarding the ‘wave teaching’ pedagogical approach to differentiation. Children are identified within a lesson, based on formative assessment, who need support and what this support looks like will depend on the age and stage of the children. All children will be given this opportunity and be provided with resources or support that will enable them to access the learning taking place. This will not be in the style of ‘1 dot, 2 dot etc’ but instead will be targeted and structured intervention or manipulatives that can support the child moving forward. This intervention should last no longer than 10-15 minutes and the teacher or TA is then available to support other learners including greater depth to ensure all children are targeted and challenged within a session.

• Each lesson should include prior knowledge, a mini assessment, fluency, reasoning taught to the children and a plenary.
• Resources should be gathered and chosen specifically by the class teacher to support the needs of all children. Teachers should use the resource list to find appropriate fluency, reasoning and problem-solving questions.

The Foundation Stage

• The long-term plan is from the curriculum objectives outlined in The Early Learning Goals. This is used alongside the schemes of learning from White Rose Maths.
• The medium-term plans are from White Rose Maths.
• The short-term plans are adapted from White Rose Maths and EYFS Programme.