Maths
Our school provides daily Maths lessons that are progressive and support skill development. We place a large emphasis on ‘stage not age’ and we use a range of resources to ensure that are teaching is appropriate for that particular child/group and this is also evident through our progressive calculation policy. These include block assessments and also use of progression documents. We also place knowledge retention in high regard, so we provide very regular opportunities for children to revisit what they have already covered in a systematic way.
At Hillside we also teach specific arithmetic sessions regularly, based on age-appropriate basic skills. We also endeavour to include maths in cross curricular learning, where appropriate.
In Maths lessons across all Key Stages, teachers plan appropriately sequenced lessons that regularly revisit prior teaching, target specific areas of need and build progressively on prior learning. Teachers model these skills effectively on a regular basis.
Pre-assessments are used to gauge exactly where the children are with their learning in that particular subject area. From there teachers will plan lessons accordingly, with the help of an accurate progression documents.
Post assessments are used to show the progress the children have made and also to ensure that teachers are aware of any remaining gaps in learning that need to be revisited systematically.
Termly and half termly assessments are used to assess progress and inform future planning for both lessons and interventions. Our school provides daily Maths lessons that are progressive and support skill development. We use a range of resources to ensure that are teaching is appropriate for that particular child/group and this is also evident through our progressive calculation policy. These include block assessments and also use of progression documents. We also place knowledge retention in high regard, so we provide very regular opportunities for children to revisit what they have already covered in a systematic way.
At Hillside we also teach specific arithmetic sessions regularly, based on age-appropriate basic skills. We also endeavour to include maths in cross curricular learning, where appropriate.
In Maths lessons across all Key Stages, teachers plan appropriately sequenced lessons that regularly revisit prior teaching, target specific areas of need and build progressively on prior learning. Teachers model these skills effectively on a regular basis. We use a meat-cognition model to support learning and apply the ‘I do, you do, we do’ approach to learning where we are ‘passing the baton’ imparting knowledge on our students in a progressive way.
Pre-assessments are used to gauge exactly where the children are with their learning in that particular subject area. From there teachers will plan lessons accordingly, with the help of an accurate progression documents.
Post assessments are used to show the progress the children have made and also to ensure that teachers are aware of any remaining gaps in learning that need to be revisited systematically.
Termly and half termly assessments are used to assess progress and inform future planning for both lessons and interventions.
Teachers use assessment as an integral part of the teaching and learning process and link it clearly to learning objectives. They record and track each child’s progress, showing analysis of achievement in relation to learning objectives and using this to set future targets. A range of assessment methods are used including but not limited to: The aforementioned block assessments, summative assessments (NTS), diagnostic assessments (TT Rockstars), informal assessments.
Assessment for learning strategies are used on a daily basis in classrooms. These will allow a picture to be built up of the pupils’ progress, any areas of strength or emerging need which can then be addressed in teachers’ planning for future teaching and learning.
Moderation of teacher assessment is completed termly in order to ensure that judgements are accurate. Children are formally checked using in the form of pupil progress meetings with SLT/Principle to ensure that they are making at least expected progress if not more than expected progress. Children who are not on track are identified for intervention/targeted teaching.
At the end of KS1 and KS2 teachers use the national Teacher Assessment Framework to report Teacher assessment.
