Implementation

Implementation:
All lessons build on prior learning and teachers support children to learn and remember more through:

• providing children with a minimum of a discrete one-hour maths lesson per day which will be inclusive to all children;
• use the principles and aims of the National Curriculum for Mathematics 2014 at the heart of mathematics teaching and learning;
• take teaching objectives from the National Curriculum and Early Years Development Matter and Goals to ensure pitch of teaching and learning is appropriate for age-related expectations; 
• teachers will follow a long-term plan for mathematics ensuring equal coverage of a spiral curriculum in Years 1-6; 
• ensure EYFS children learn through a mixture of adult led activities and child-initiated activities both inside and outside of the classroom; 
• expect teachers to make short-term plans appropriate for the needs of their class whilst ensuring all children have access to achieving their age-related expectations; 
• promote a conceptual understanding (declarative knowledge) through the provision of concrete-pictorial-abstract representations;  
• use a variety of teaching and learning styles in lessons;  
• encourage mathematical talk including the use of correct vocabulary; 
• identify rapid intervention needs as part of teaching and learning and acted on swiftly to ensure security of pupil’s understanding and readiness to progress; 
• challenge children who grasp concepts rapidly through deep and rich learning opportunities before pace through the curriculum – ‘depth before pace’; 
• ensure staff teach written calculation in-line with Jenny Cook’s ‘A Journey to Written Calculation’.