2024 Maths Programme Reflection

This year in LS1, our maths programme focused on building strong foundations in number knowledge and strategies, helping my Year 6 students (aged 10-11) grow in confidence and enthusiasm. While our main goal was to achieve a 1.5x accelerated shift in progress, the true success has been the improvement in basic facts, multiplication skills, and attitudes towards maths.

Key Goals and Focus Areas
Our main goals were:

• Achieving 1.5x accelerated progress in maths.
• Reintroducing students to using maths books for their work.
• Developing a strong foundation in number knowledge and strategies, which are critical to mathematical success.

Although we touched on strand-based topics, the primary focus this year was on core skills in addition, subtraction, multiplication, and division. This focus allowed students to strengthen their understanding and build confidence in the basics, setting them up for future success.

Our Maths Lesson Structure
To ensure students had a consistent and effective learning experience, each lesson followed a clear structure:

1. Quick Facts Warm-Up: We started with revision of basic facts (addition, subtraction, multiplication, division) and simple key maths terms like ascending and descending. - this was because a lot of the scores on the PAT Maths tests reflected a lack of understanding of mathematical terms.
2. Teacher Demonstration: I modelled how to solve problems, explaining each step.
3. Whole Class Practice: The class worked through problems together to build confidence.
4. Group Practice: Students collaborated in smaller groups to solve problems.
5. Independent Bookwork: Students applied their learning individually in their maths books.
6. Create Task: Students used their devices to complete a creative task, such as making a presentation or solving problems digitally.
7. Blogging: Each student blogged about their work to reflect on their learning.

We marked work together as a class, and students received immediate feedback. For independent tasks, they marked their own work first before I checked it.

Supporting Students Who Need Extra Help
For students who struggled during class or group activities, I provided additional support in small groups. We worked side by side until they gained the confidence to try the work independently. This personalised approach ensured every student had the opportunity to succeed.

Making Maths Fun and Engaging
To make maths enjoyable, we:

• Gamified basic facts practice with challenges and sticker charts.
• Scaffolded lessons, giving students creative tasks to apply their knowledge after mastering the basics.
• Designed word problems based on our local community, cultures, and student interests, making learning relatable and meaningful.

How We Measured Progress
I used a combination of assessments to track progress:

• Quick Facts Scores: Recorded on a spreadsheet to monitor growth.
• Multiplication Challenges: Students marked their own work, and I verified their progress on a sticker chart.
• Maths Book Checks: I reviewed all bookwork regularly.
• Digital Work Reviews: Students linked their tasks to a spreadsheet, which I checked online.
• Standardised Assessments: PAT Maths, IKAN, GloSS, and JAM were used to assess progress across key areas.

Successes and Reflections
While we didn’t achieve the 1.5x accelerated shift we aimed for, our students made significant progress:

• Improved confidence in multiplication and basic facts.
• Better attitudes towards maths, with many overcoming initial reluctance.
• Noticeable improvements in PAT Maths scores.

The programme was a success in many ways, and I’m proud of the strides LS1 made this year. Moving forward, I plan to continue prioritising number knowledge and basic facts, as these are crucial to students’ mathematical development.