2021 COVID recovery plan

Here is the recovery plan which is in place throughout the school to ensure that children make accelerated progress whilst also continue to develop their love of maths. We are taking a calm, measured approach to our maths recovery curriculum, putting well-being of the children at the heart of our plan. Our aim is to 'go slow to go fast' - using formative assessment to carefully plan for opportunities to address misconceptions and gaps without needing to slim down our maths offer or wider curriculum provision.

  • Use of White Rose Hub throughout school, including use of recap lessons where needed.
  • Implementation of new lesson structure from Y1 to 6 to ensure:
  1. Development of arithmetic skills through use of KIRF documents.
  2. Development of fluency and ability to see connections through ‘get ready’ questions.
  3. Mathematically rich environments; lots of opportunities to discuss through use of I do-we do- you do method of teaching.
  4. Use of exit tasks to allow for rich mathematical discussions during all lessons and development of higher-level thinking skills.
  • Use of whole school arithmetic progression documents (KIRFS) during lessons and throughout the day; embed arithmetic work through daily routines.
  • Additional resources purchased to develop fluency (KIRF) section of maths lessons.
  • CPD provided during summer term to develop use of CPA approach throughout the school.
  • Daily fluency work each morning using whole school arithmetic/fluency system.
  • Maths hub specialist involvement to develop new lesson structure and development of fluency across school – summer 1 visit.
  • Promotion of TTRS throughout school – Red nose day/week competition and TTRS display updated weekly.
  • Numbots used through EYFS and KS1 (and KS2 where needed). Display in KS1 corridor and weekly certificates/board updates.
  • CPA displayed on maths boards alongside key vocabulary.
  • Use of a range of resources to provide a high-quality diet: NCTEM, Nrich, WRH, I see reasoning, Deepening understanding.
  • Use of deepening understanding online activities for homework setting and intervention work.
  • Pre and post teach done daily to ensure gaps are filled that day.
  • First class @ number used where appropriate.
  • Learning threes in summer term to focus on maths/LSA use during maths lessons.
  • Where required (following detailed gap analysis work), DFE guidance (ready to progress criteria) will be used, particuarly for the planning and delivery of intervention/small group work.

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