Twitter Wall

Twitter Wall

23/05/18

Retweeted From VbE Zone

Aureus Primary is going to be an AWESOME school!

12/05/18

Retweeted From Julie Hunter

Have you booked your ticket for this year's in Schools Teachmeet on the 21st June Tickets can be found here: https://t.co/YJHarcSbYehttps://t.co/3z8Kn5yt30

12/05/18

Retweeted From Aureus School

Thank you to everyone who joined us for our recruitment event today - we look forward to receiving your applications. https://t.co/S2ApQoVdWU

11/05/18

Retweeted From Hannah Wilson

We are tendering our wrap around care at School opening in September. We would love to hear from you: https://t.co/hsXhkyUYz2

05/05/18

All of our support staff roles to join the Operations Team in September are now live here: https://t.co/VQ9tCpFDDH

05/05/18

Retweeted From Aureus School

.All of our support staff vacancies for roles in the Operations Team next academic year are now live: https://t.co/F7HxopHJoY

03/05/18

We are opening with Nursery, Reception & Year 1/2 in September. Places are filling up quick & time is running out to apply - don't be disappointed! Contact Rebecca: Admissions.org https://t.co/3faulL9rQG

03/05/18

Retweeted From Nicola roberts

A sneak preview inside the shiny new . It’s fabulous! https://t.co/TEz5Ipt0IM

03/05/18

Countdown to completion - just over a month to go. Bring on June!#growlearnflourish https://t.co/8UoyFIi5yv

03/05/18

Team visiting our beautiful new school - close to completion https://t.co/vQLems5CFv

03/05/18

is excited to be on a site visit today! https://t.co/1brCP5lWVx

19/04/18

Retweeted From Changing States of Mind

Oxfordshire Schools Mental Health Network Meeting, supported by is on Monday (23rd April) if you'd like to attend please sign up here: https://t.co/YJDGRWpBNc… If you'd like to contribute please contact me. https://t.co/8GvPMLJmM3

19/04/18

Retweeted From Tes_Institute

We've just released our conference programme for June's CPD event - view the fantastic choice of sessions and speakers who'll be delivering them here 👉 https://t.co/Md32heAgoZ Early bird tickets still available at only £17.50, buy yours now! https://t.co/qmwJc6fNOT https://t.co/5q7v9wNvds

19/04/18

Retweeted From Elizabeth Wright FRSA

Are you a teacher or SLT member interested in and ? Why not pop along to our for Teachers book launch, held at on the 22nd May, sign up here https://t.co/Us0hKETPE1

19/04/18

Thank you for be fabulous hosts! 👏

17/04/18

Retweeted From BooksForTopics

I just read on a FB thread about a school where children are invited to bring a birthday book instead of sweets/cakes on their birthday - books are shown in assembly, given a named bookplate and added to the library! What a fab idea! 🤩📚🎂

17/04/18

We had a great meeting with today to finalise our uniform! & are excited to show it to &

16/04/18

Retweeted From OTSA

Modern Languages Teacher at Aureus School via (OTSA ) https://t.co/ZYcoLbD8CM

16/04/18

Retweeted From RWBAHolocaust

Two weeks to go til : check out its great contributors, a fab & networking opportunity! Book now via RHayden.org.uk Hope colleagues can join us? Pls RT https://t.co/nRTmt5w8fz

Maths Mastery

At Aureus Primary, we are moving towards adopting a mastery approach in the learning and teaching of mathematics. As things stand, this is being embedded most in the Early Years and Key Stage 1. The main aim of such an approach is to ensure that our children develop deep knowledge of mathematical concepts, so that those pupils beginning their education at school do not develop gaps in their learning over time.

As a result of this approach being taken, it is likely that those undertaking learning walks and/or monitoring lessons will see more whole-class teaching than may have been evident before the implementation of the new national curriculum. Where a mastery approach is being taken, pupils progress through curriculum content at the same pace, although support/intervention is used to move groups of children on so that they are able to:

Ø  Grasp concepts and methods, e.g. through more varied use of practical equipment – in the case of lower attainers

Ø  Be challenged through exposure to greater depth in their learning, e.g. through tackling more complex problems in a different context - in the case of higher attainers/rapid graspers

As a result, differentiation is sometimes likely to appear more subtle than before, however, it should be noted that varied use of practical resources/models and images, plus questioning that requires deeper reasoning is used to ensure that all children are supported/challenged appropriately. Practise and consolidation play a central role in pupils’ learning experiences. Although the ‘pace’ in lessons may appear to be slow, this could mask development of deep understanding of mathematical concepts. Further challenge is provided to all children through use of problem solving, which may or may not be linked with a real-life context.

Despite starting to develop a mastery approach in the learning and teaching of mathematics, we are aware that children will have gaps in their pre-requisite knowledge. Consequently, our medium term planning has been designed to take into account where changes in the national curriculum have taken place. Medium term planning is also likely to show longer being spent on each topic where mastery is becoming an integral part of the system, so that greater depth is enabled. In lessons, teachers use precise questioning to check conceptual and procedural knowledge. They formatively assess in lessons to identify who requires intervention, meaning that all pupils keep up. Intervention is focused on ensuring that pupils are helped to keep up by revisiting concepts and/or being provided with prior learning in advance of lessons.

 

Whilst a transition from the old to new national curriculum remains in its earlier stages, we have chosen to adopt a new summative assessment system titled ‘Pupil Asset’ (PA). Children are assessed against how well they have understood a range of both key objectives and other objectives from the new national curriculum. Such assessment links with day-to-day assessment for learning, which informs teachers about which elements of learning children need to develop. In order for the mastery approach to work, we understand the particular need for children to achieve key objectives for their current stage of learning. The attainment and progress of children’s learning is tracked by class teachers and senior leaders, so that swift interventions can be put into place, including for pupils who have not always experienced a mastery approach in mathematics.