Mathematics - Gwladys Street Community Primary & Nursery School

Gwladys Street Community Primary and Nursery School is proud to announce that we achieved the SILVER Liverpool Maths Quality Mark. Thank you to all the pupils, parents, governors and staff who made this happen!

Intent

The intent of our Mathematics curriculum is to deliver a curriculum, which is accessible to all and will maximise the development of every child’s ability and academic achievement. In Mathematics we would like to ensure all children leave school with their basic skills, an enthusiasm towards Mathematics, secure knowledge and resilience towards problem solving by applying skills learnt to enable them to thrive in the modern world.
We aim to do this by:
1. Fostering and nurturing a curiosity towards the subject that will stay with them for
the rest of their lives.
2. Providing ‘Real life’ opportunities so pupils make links and understand its purpose.
3. Providing opportunities to apply their mathematical knowledge to other areas of the
curriculum confidently.

We believe that Mathematics provides children with the essential life skills of;
● Understanding number and calculation,
● Problem solving,
● Enquiry,
● Reasoning Skills,

We aim to provide children with a fun but focussed Maths curriculum, providing children with
the skills to become equipped for adult life. We adopt a fully inclusive, mind-friendly
approach to teaching and learning in Mathematics where children are challenged sufficiently
in a supportive environment.

Implementation

At Gwladys Street, Maths planning takes on the form of five Power Maths sessions per week for Reception (F2) to Year 6. In Nursery (F1) we use the school long term plan to plan and prepare activities based on Development Matters. Active Maths sessions are used to reinforce key concepts during planned Maths days; e.g. Odd Sock Day
To ensure our Mathematics curriculum is accessible for all pupils, the school uses the DFE approved Power Maths approach. The school’s ongoing engagement with the DFE funded Maths Hubs programme continues to ensure that staff at all levels understand the pedagogy of the approach.
To develop resilient learners’ pupils work in mixed ability pairs allowing them to share and discuss their ideas in all Mathematic lessons.

Lessons
Staff planning Maths must annotate plans, highlighting relevant parts and adding additional
notes to support partner teachers.
All staff MUST read through the plan before teaching and ensure they have a full
understanding of its content.

Lessons must consist of;

Timings are used as a guideline for a typical lesson however teachers are expected to adapt learning to support the needs of all pupils.

Adaptions are provided to support all learners needs throughout the lesson.

Power up – To be completed in Blue journals. Power up to be placed on IWB screen for pupils to access
Discover – To be completed in Blue journals. Including sharing of WALT, Key Words and STEM Sentences (Maximum of 5 words).
Share – To be completed in Blue journals. Children to note any key models or images.
Think together – To be completed in Blue journals.
Practice – In work book
Reflect
*Any work completed in the journal must be neatly presented, numbers formed correctly, rulers used, one digit per square, short date written and underlined and key words (max of 5 and stem sentence) This book is not to be marked but can be used to see the individuals learning/ ideas in the session.

NCETM Mastering Number (Basic Skills Lessons)

In EYFS and Key Stage 1, we are following the NCETM’s Mastering Number Programme to secure firm foundations in basic skills. This happens four times a week seperate from the main Maths lesson.

We are also following the NCETM’s Mastering Number at Key Stage 2 Programme in Years 4 and 5 to secure firm foundations in multiplicative relationships. Again, this happens five times a week seperate to the main Maths lesson.

Knowledge of multiplication and division and its applications forms the single most important aspect of the KS2 curriculum and is the gateway to success at secondary school. This programme enables pupils in Years 4 and 5 to develop fluency in multiplication and division facts, and a confidence and flexibility with number that exemplifies good number sense.

Impact

Throughout each lesson live feedback is given to the children and work is marked. This allows pupils the opportunity to improve their learning within the lesson and any misconception can be addressed instantly. Work is highlighted green if correct and pink if pupils need to check their learning. Marking and next step tips are provided to ensure they are meeting the specific learning objective. Teacher’s then use this assessment to influence their planning and ensure they are providing a mathematics curriculum that will allow each child to progress.

Tips are completed using a blue pen before the beginning of the next lesson.
Same day interventions are used to support pupils who did not achieve the lessons objectives.

The teaching of maths is also monitored through lesson visits which include book scrutinies,
learning walks, pupil voice and lesson observations.

PiXL Assessments & Targeted Support

At Gwladys Street Community Primary and Nursery School, we utilise PiXL (Partners in Excellence) assessments to refine teacher professional judgements, pinpoint specific learning gaps, and inform our responsive teaching strategies.

Assessment Framework

Formal assessments are scheduled throughout the academic year for pupils in Year 1 through Year 6. These assessments generate comprehensive Question Level Analysis (QLA) data, providing staff and Senior Leaders with granular insights into the performance of both the cohort and the individual student.

Parent Partnership

To foster a collaborative approach to education, individual QLA reports are shared with parents. These documents identify specific strengths and areas for development, serving as a practical guide to support targeted learning at home.

Data-Driven Progress

PiXL data is a core component of our Pupil Progress Meetings. During these reviews, staff analyse data to:

Identify key mathematical concepts requiring further reinforcement.
Highlight individuals who would benefit from targeted support or specific interventions.
Track the impact of previous teaching strategies on student outcomes.

Targeted ‘Therapy’ Interventions

In the PiXL framework, “Therapies” are bespoke teaching sessions designed to bridge identified gaps in understanding. Depending on the data, these are delivered through: