Throughout school, maths is taught using the White Rose scheme and follows a same-day intervention approach. Mathematics lessons are broken into two sections. During the first session, children will begin their independent learning on the sheet most appropriate to their individual learning needs. Using the White Rose Scheme, most children begin the lesson developing their fluency and understanding of each concept. Our bronze sheet enables them to engage with fluency questions in order to check their understanding of the concept being taught. Following this is a reasoning question, which enables the teacher to understand if the child is ready to be moved onto reasoning and problem solving tasks. Some children will begin on silver tasks in order to move their learning forwards at rapid pace.
Following the first session, children’s books are marked and assessed, with children who have achieved the lesson objective moving onto either silver or gold tasks. Children who have not met the lesson objective will take part in a same-day intervention. Using concrete apparatus and targeted support, children are given a further opportunity to achieve the lesson objective with teacher or learning support assistant input.
Children who are ready to move on with their learning will begin the silver tasks. This consists of reasoning and problem solving questions aimed at the expected standard. Moving forwards, the gold task compromises further reasoning and problem solving questions aimed at the higher standard.
Any child who still needs further support, will then be targeted in weekly intervention groups. These are devised from formal assessments completed at the end of each half term. Misconceptions from learning will be selected and targeted to be achieved by the end of the next half term. By being involved in weekly interventions, these children will address misconceptions and hopefully make further progress towards the expected standard.