At Ribbon Academy, we are continuing to sustain our Teaching for Mastery practice where we support a long-term, secure and adaptable approach to mathematics teaching supporting learners to:
become resilient learners;
work efficiently by making effective links between concepts, facts and relationships; whilst
develop conceptual understanding by using models, pictorials and concrete resources
apply knowledge and skills to the wider world.
Teaching of maths at Ribbon is supported by “The Big 5 Ideas” where teachers use coherence, representation and structure, mathematical thinking, fluency and both conceptual and procedural variation to ensure effective learning.
Ribbon Academy places prime importance on mathematical understanding and practical application of what is learnt whilst acknowledging that mental ability is of great importance.
Maths Curriculum Overview
Our Maths Overview outlines the essential details to ensure full coverage of the National Curriculum whilst providing our teachers with the tools required to support the development of efficient mathematicians. These details include: –
progression of teaching topics and application topics
identification of procedural and conceptual skills to teach
prioritised fluent facts and skills to practise, know and learn.
In support of these, we teach maths every day where learning time includes the practise and the development of factual, conceptual and procedural knowledge. Maths teaching and learning includes:
Maths Starters (Focused on mental arithmetic, skill development and fact recall)
Teaching for Mastery Lessons (New teaching and application of knowledge and skills)
Online Independent Practice (via Mathletics and TT Rockstars)
We recognise regular learning and practise as essential in order to develop a rapid recall of number facts, efficiency in procedures and a deepened knowledge of mathematical concepts.
During our Teaching for Mastery lessons children are given the opportunity to independently practise new learn at varying depths, providing them the opportunity to ‘Find Fluency’, ‘Develop Depth’ and ‘Master Maths’.
Additional Maths Programmes
To supplement our maths package we utilize both:
Timestables Rockstars (Year 2 – 6)
Mathletics (Year 1 – 6)
Once children have been taught the knowledge and skills required for their year group-focused times tables, they are given the opportunity to develop accuracy, fluency and speed via the tool of Timestables Rockstars – with the support of their very own avatar. Children are allocated tasks and competitions to focus their practise in order to build confidence with timetables knowledge.
Mathletics supports the consolidation of learning in the classroom through purposefully allocated tasks. Children are encouraged to apply their knowledge and skills to deepen their understanding whilst supporting their ability to self-assess and recognise their own development areas.
Children are given time in school as well as access to log-ins for both Timestable Rockstars and Mathletics to encourage engagement and practise at home.
‘Disadvantaged and most-able children are making particularly good
‘School are there when needed whether it’s for support or a chat. They are constantly checking how kids are getting on.’
‘The teaching of phonics is a strength.’
‘Pupils are taking more responsibility for their own learning as they move through Key Stage 1.’
‘There is clear evidence that you and your staff’s ongoing work to improve the depth of pupils’ mathematical understanding across the school is working.’
‘The governing body knows the school and the local community very well.’
‘We are so grateful to all the effort the teachers are putting in.’
‘The learning environment, both inside and out, is stimulating and attractive. Staff are skilled in ensuring that children develop their independence as learners who enjoy exploring the world.’
‘My son loves the interaction with his teachers. Thank you all so very much for your hard work and dedication.’
‘Staff and the governing body take safeguarding responsibilities very seriously. There is a culture of safeguarding at the school.’
‘Early Years leaders and staff are expert in using their knowledge of what children can and cannot yet do to sharpen their planning and focus their teaching.’
‘School and staff should be commended for their quick shift and quality of what’s being communicated with the children.’
‘All support and communication is brilliant’
confident that their children are happy, safe and well taught.’
‘Communication systems between classroom and
additional support staff are good and mean that these pupils have access to the
full range of the curriculum suited to their needs.’
‘Ribbon are doing a fantastic job.’
‘Children settle well when they enter Ribbon Early Years, communication between home and school is good.’
‘Ribbon monitor the progress and well-being of pupils who have special educational needs and/or disabilities carefully. Expectations for these pupils are high. As a result, they make generally good progress from their starting points.’
‘School have done a fantastic job in all areas.’
‘The quality of teaching across all subjects continues to improve.’
‘Children get off to a flying start at school. They are happy and safe and increasingly independent, and
yet aware of others.’