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Ethelbert Road

Community Primary School

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Intent, Implementation, Impact

Intent

  • Become fluent in the fundamentals of mathematics.
  • Develop conceptual understanding and the ability to recall and apply knowledge rapidly.
  • To reason and problem solve by applying mathematics to a variety of increasingly complex problems.
  • To build upon children’s knowledge and understanding from year 1 to year 6.
  • To develop resilience that enables all children to reason and problem solve with increased confidence.

 

Implementation

  • To ensure full topic coverage, the school uses Power Maths, supported by White Rose. This is a whole-school primary maths curriculum that creates continuity and progression in the teaching of mathematics.
  • Daily maths lessons include fluency, reasoning and problem solving.
  • Lessons are differentiated to ensure there is appropriate challenge for all learners. Concrete manipulatives and pictorial representations are used to support conceptual understanding and to make links across topics.
  • Children are individually assessed and rewarded for rapid recall of number bonds (KS1) and times tables (Years 2-6).
  • Children are assessed throughout lessons and formally 3 times a year basis.

 

Impact

The impact on our children is clear: progress, sustained learning and transferrable skills. With the implementation of the mathematical journey being well established and taught thoroughly in both key stages, children confident mathematicians and by the time they are in upper Key Stage 2, most key skills of mathematics are familiar to them and the teaching can focus on applying their knowledge to mathematical calculations and problems.

 

Formative and summative assessment demonstrates that most children at Ethelbert Road are achieving in Literacy at age-related expectations or above.

 

2019 National Data (last recorded data due to the COVID Pandemic)

 

KS2 progress 2019
■ Mathematics progress has improved between 2018 and 2019. Attainment (all key stages) 

 

Key stage 2 attainment

Attainment of the high standard (110+) in mathematics (43%) was significantly above national and in the highest 20% of all schools in 2019.
■ The three-year average mathematics attainment score (107.6) was in the highest 20%.
■ Key stage 1 attainment of the expected standard in mathematics (93%) was significantly above national and in the highest 20% of all schools in 2019 as well as in 2018.
■ Early years foundation stage attainment of the expected standard in the mathematics early learning goal was not significantly different to national 
■ In 2019, 87% of pupils achieved the key stage 2 expected standard in reading, writing and mathematics, significantly above national and in the highest 20% of all schools. 

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