1. Mathematics at Queniborough CE Primary
Please have a go at some of the questions from the Key Stage 2 SATs papers while we wait for people to arrive.

2. Aims of this evening
To get an insight into how Maths is taught at Queniborough.
To be aware of how our calculations policy was devised.
To understand the expectations of Year 6 children.
To understand what we mean by children having a ‘growth mindset’.
To take away some ideas to support your children at home.

3. The New Maths Curriculum
Children should:
Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations and developing an argument, justification or proof using mathematical language.
Solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

4. Main changes since 2014
The expectations of pupils in all year groups are higher.
Problem solving is at the heart of mathematics teaching.
Times tables up to 12 x 12, roman numerals have been introduced, more work on fractions, more focus on place value and number sense.
The curriculum is cumulative so children are now encouraged to ‘master’ the curriculum for their year group and not complete objectives from the next year group.
New assessment criteria means children are now classed as working below expectations, working towards expectations, working at the expected level or working at greater depth.
All key objectives must be met for a child to be at ‘expected’ level.

5. What does a lesson look like?
Mental maths is practised.
New concepts are taught linked to previous learning.
Differentiated activities depending on child’s level of understanding. Some children will be practising the basics and will be more fluent by the end. Others will be reasoning about the mathematics. If the basic mathematical concept is understood fully, children will be ‘mastering’ the idea and completed problem solving activities.
Future learning is discussed. Misconceptions are addressed.
*’Be a Learner’ opportunity*

6. CPA approach Use concrete manipulatives to solve 38 + 7 =
What pictorial representation could be used?
Concrete allows discovery.
Pictorial allows conceptual understanding.
Abstract allows a shorter and more efficient way to represent numerical ideas using symbols.

7. Our calculations policy
Expectations for each year group and be found here too.

8. Mindset
Firstly, as parents we need to be conscious of not passing our maths hang-ups on to our children. We are ALL capable of doing maths. We therefore must ditch the notion that maths is scary and difficult (‘Maths is hard!’ ‘I was never any good at maths!’ or ‘I don’t like maths!’) and instead embrace maths as a highly useful tool that makes our lives richer, easier and more efficient.
We want children to develop a growth-mindset. We believe our basic abilities are just a starting off point, ready to be developed and enhanced with the right support, dedication and activity. Rather than emphasising ‘brains’ or ‘natural talent’, we now focus on progress and continual improvement. This is a foundation for learning – giving children and adults alike the motivation and resilience needed to do well.
We have high expectations for every child and genuinely believe all children can succeed in maths. So, our advice to parents is to embrace this ethos too and let it guide your support at home.

9. Fixed Mindset BELIEFS OUTCOMES Ability is fixed “You either
Inborn
intelligence is
the main
determinant of
success
ASSUMPTIONS
Ability is fixed
“You either
have it or you
don’t”
OUTCOMES
Poor Results
Defeatism

10. Growth Mindset Effort = BELIEFS OUTCOME Engagement and effective
Consistent effort
and effective
strategies are
the main
determinants of
success.
OUTCOME
Engagement
Confidence
Results
ASSUMPTIONS
Effort =
Development

11. Encouraging a growth mindset

12. What else are we developing?
Maths Meetings in all year groups
Use of vocabulary
Use of same day intervention
Resources

13. Year 6 SATs
Interim framework this year, moving on to assessing the Key Objectives next year.
3 papers – no calculators and no mental maths test.
1 arithmetic paper (about 34 questions to complete in 30 minutes)
2 reasoning papers.

14. How to help at home
Refer to our calculations policy while completing homework. If your child does not seem to understand a concept, go back to basics with a concrete example if possible.
Encourage mathematical jottings and pictorial representations.
Encourage a growth mindset!
Keep it fun.
Play lots of number games.
Maths Apps