School Council 2020-21

Democracy at St Adrian’s


Agenda for next meeting

Thank you for electing us as your representatives.

What you can expect from us:

We are here to represent YOUR opinions not our own. We report back to you following each meeting.

You should feel that the school council belongs to you – not just us as representatives.

We can deal with lots of different issues, for example: learning, your classrooms and playgrounds, fundraising events.

In our first meeting we decided on our priorities for the year

Promoting equality, tolerance and inclusion in the school

Fundraising for key charities and equipment throughout the year

Celebrating different subjects through running competitions and curriculum days

November 2020

British Values Assembly Resources

What is democracy

Democracy in action at St Adrian’s

Individual Liberty



At St Adrian’s we teach mathematics through a maths mastery approach. We strive to develop a deep, long-term and adaptable understanding of maths for all pupils. By teaching children to master maths, they become mathematically fluent and are able to solve non-routine problems without having to memorise procedures.

Teachers identify the key learning for each class and plan to secure these.  Learning sequences are developmental and, depending on the concept, a good proportion of time will be spent securing key learning. Teachers use their judgement about when it is the right time to move on.  This approach enables the large majority of pupils to progress through the curriculum content at broadly the same pace.

Our school Mathematics curriculum Map 

We use Maths — No Problem! textbooks and workbooks, which have been written to meet the requirements of the 2014 English national curriculum. The MNP Primary Series was assessed by the DfE’s expert panel, which judged that it met the core criteria for a high-quality textbook to support teaching for mastery.

What a visitor might typically see in maths learning in our school

Whole group direct teaching with clear and progressive modelling of concepts and procedures with sequences of varied examples

The consistent use of core manipulatives and representations to support pupils’ ability to access learning and to deepen children’s understanding

Emphasis placed on ‘learning’ through reasoning, developing multiple strategies and concepts towards understanding

Rehearsal of core facts and strategies through the development of frequent ‘intelligent rehearsal

Rich mathematical talk is given high status and supported by the learning environment and teachers’ questioning

Daily opportunities to reason and problem solve through through carefully planned focus tasks

Differentiated learning offered through split class structure and adjustments to allow access to and challenge within whole group learning.

Challenge for pupils grasping concepts quickly is provided through depth and breadth of experience

Pupils ‘grappling’ with learning mathematical concepts

How we support children to catch up and how we challenge advanced learners

Teachers work with a focus group each day supporting pupils having difficulty to catch up or deepening understanding for those pupils who have grasped the concept quickly.

During this focus time, teachers are constantly assessing next steps and diagnosing misconceptions ready for future planning and teaching.

These groups are flexible and based upon pupils’ understanding of the current learning as teachers understand that pupils grasp areas of maths at different rates.

TAs are well trained and as a result of their increased subject knowledge are able to support groups effectively in addition to our qualified support teachers

The school invests in early intervention for mathematics. They are short-term and sharply focused upon specific needs. Leaders will regularly assesses the impact of these.

Staff understand that stretch and challenge are achieved through increasing opportunities for pupils to work deeply and broadly within each area of mathematics.

How the school has developed its systems for tracking attainment and progress in mathematics

The school is focused on formative assessment first and foremost and uses HfL assessment criteria to judge how well individuals and groups of individuals are securing learning and to identify gaps and barriers. AM7 is used for tracking attainment and progress using the HfL steps and phases approach.  This allows the swift identification of groups of pupils in danger of not meeting age-related expectations or for whom progress has slowed.

Useful documents

National Curriculum for Mathematics

Calculation Policy