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Campton Academy


At Campton academy we intend that all of our children will become mathematicians who work fluently, have competency with reasoning and problem solving, and possess resilience as learners and really enjoy their maths!

      What are our key ideas for Maths learning at Campton Academy?

  • All children can learn to do maths well and become confident learners
  • Fluency, reasoning and problem solving are embedded into all of our units across all year groups, using White Rose maths as a scheme that supports our maths mastery approach.
  • Children develop their understanding through the use of concrete, pictorial and abstract resources and activities, following a small steps approach as part of a mastery curriculum
  • Children will develop their skills in reasoning by having the chance to notice, make connections and discuss and explore ideas regularly in the supportive environment of their class, where mistakes are useful learning opportunities to understand a concept better.
  • Children will have the opportunity to apply their maths skills across the curriculum and in real life contexts in class and through planned enrichment days.

How we will implement this?

If you visited a classroom what would you see?

  • Our children will be taught in mixed ability classes by their class teacher
  • Children enjoying maths! Maths learners who are engaged and enthusiastic in what they are doing
  • All children, regardless of ability, enjoying their maths learning  and feeling they ‘can do’ maths well
  • Effective questioning and opportunities to talk will help the children deepen their understanding, make connections to what they know and apply concepts they are learning about
  • Children will have opportunities to work independently, within pairs, or as a group depending on the task set - this will be dynamic depending on their needs and the task
  • A wide range of concrete manipulatives are available in every classroom, are accessible for children to use as directed or independently, and children are familiar with using these to develop their understanding and support their working
  • Children are encouraged to use the correct mathematical vocabulary and reasoning skills when answering questions (answering using complete sentences).
  • Children will be confident in their articulation about their learning, use mathematical vocabulary appropriate to their developmental level. Group and paired talk will be seen
  • Before lessons, support staff will discuss with class teachers how to maximise support during lesson times
  • Through their time at the school, children will develop their written calculation methods in line with the calculation policy so they show progression in skill over time and use CPA mastery approach
  • Working walls are used to display strategies that are being used and may include the key vocabulary being taught in the unit being covered.


   Learning activities and planning:

  • White Rose long term plans are used to ensure coverage and progression of skills from year R to Year 4
  • Practical/concrete and reasoning/problem solving activities and opportunities, as well as fluency are provided in each lesson
  • While white rose planning is used, lessons may be adapted or additional lesson content added to meet the learning needs of the class, especially in areas where gaps may have been identified due to the impact of lockdowns and C19. Flashback 4 and ready to progress documents and math mastery support documents (NCETM) may help with lesson design.


How we will monitor the teaching and learning in our school?

  • Regular marking and feedback is evident in books and is also provided verbally during lessons
  • End of unit assessments using white rose resources are completed a few weeks after a unit is completed.
  • Regular pupil progress meetings ensure all pupils are meeting their potential and that children who are struggling are identified for intervention quickly.
  • Learning walks and lesson observations
  • Monitoring of books alongside white rose small steps
  • Pupil voice-so the children have a voice in their maths learning
  • Data- teachers and SLT work together to identify what we need to focus on /plan interventions for and how we can provide this in the best possible way.


How will we meet the different needs of all our children?

  • Children with SEND will predominantly be covering the curriculum content of their year group. Their learning will be appropriately supported through the use of models, scaffolds, practical apparatus and additional support from adults. Their targets will focus on a gap in their learning and will be recorded in their IEP which will be reviewed regularly (at least termly). Additional work will be set to support the child in meeting this target during intervention times and will be reviewed and adjusted accordingly. This will involve a collaboration between the teacher and TA who supports them.
  • Children should have the opportunity to explore their understanding at a greater depth through: open ended tasks, reasoning and problem solving and investigations. As part of the mastery approach lessons should provide all children with these opportunities but also provide challenge for more able children who work at a faster pace.
  • Children who are identified with gaps due to the pandemic impact will be identified and targeted for intervention. Our curriculum has also been designed to address missed learning for all our children.
  • New starters who join our school are assessed quickly by teachers and any gaps are effectively addressed through intervention so they can access our curriculum fully and make good progress.


Homework and home based learning:

  • Parents feel confident to ask their child’s class teacher if they are not sure about a concept and have clear signposts to where they can find information that will help them support learning
  • Parents have a clear idea of how TT Rockstars is being promoted by the school and how they can be supported at home.


The impact of our mastery curriculum at Campton Academy

  • Our children will feel that they ‘can do’ maths regardless of their starting point
  • Our children are good at noticing patterns and making connections with present and past learning as this is part of their daily curriculum at our school.
  • Our children will feel that they are capable at problem solving and will able to tackle problems using a variety of different strategies
  • Our school will have learners who enjoy maths and can link their learning with other areas of the curriculum through enrichment opportunities (maths day and Maths through art day)
  • Our children should be able to articulate and demonstrate their deeper understanding using the CPA approach and explaining their mathematical thinking individually and as talk partners.
  • Our children will make good or accelerated progress across the school regardless of their starting points.
  • Our children will be well prepared for the onward journey to middle school when they leave us at the end of year 4 by us liaising with their feeder schools.