Our Maths
Intent
- All children can achieve in mathematics from their starting point.
- A typical Maths lesson will provide the opportunity for all children, regardless of their ability, to work through fluency, reasoning and problem-solving activities
- Maths is a journey and long term goal achieved through exploration, clarification, practice and application over time.
- At each stage of learning children should be able to demonstrate a deep, conceptual understanding of the topic and build on this and apply it over time.
- Ensuring that our children have access to high quality Maths curriculum that is both challenging and enjoyable
- Providing children with a variety of mathematical opportunities, which will enable them to make the connections in learning needed to enjoy greater depth of learning and understanding
- Ensuring that children are confident mathematicians who are not afraid to ‘have a go’ and take a risk.
- Fully develop independent learners with inquisitive minds who have a secure mathematical foundations and an interest in self improvement
- Challenge children to try new concepts and teach resilience when we are unable to solve a problem first time around
- To return to concepts in Do Now, Maths Meeting and spiral curriculum in order to reignite learning and embed in Long Term Memory.
- Fully follow the National Curriculum, alongside our own bespoke Unit Plans and the Power Maths Scheme.
- To provide children with mathematical language and communication skills to enable clear and accurate explanations.
- Majority of children progress through maths curriculum content at the same pace. Differentiation in place through scaffolds and support.
Implementation
- Curriculum map is based on recapping all strands of learning throughout the year in order to improve long term memory.
- Spiral curriculum to embed, recall and reinforce knowledge to the long term memory
- Use of accurate and diagnostic questioning, mini quizzes, maths meetings, do now activities to recap and reinforce their understanding; and to test conceptual and procedural knowledge and identify children who may need intervention
- Teachers will use the concrete, pictorial and abstract approach (CPA) to ensure that procedural and conceptual understanding are developed simultaneously.
- Challenge for pupils grasping concepts quickly is provided through depth tasks and breadth of experience.
- Use of Power Maths, White Rose, NCETM, Maths Mastery resources across school
- Introduction of new vocabulary is made daily and displayed on the classroom Working Wall. Teachers clearly define and model the use of the vocabulary introduced
- Talk Tasks are evident in all mathematics lessons and specifically planned for. This allows all children to orally rehearse their explanations and justify their reasoning.
- Full sentence responses are expected in class lessons and maths meetings. Teachers model and rehearse clear explanations.
- Following of Calculation Policy, which enables staff to teach standard methods systematically and progressively across all age groups.
- Daily Maths Meetings are held to ensure rapid recall and keep concepts taught previously at the forefront; this also allows children to make the links between mathematical concepts.
- All children from Year 2 upwards have access to Timetables Rockstars, which is a web-based ability- appropriate times tables programme, which children access at home and school.
- Teachers follow a structured approach throughout school to teach times tables
- All Year 1 children and children working at that curriculum age have access to Numbots to allow for regular and focused practice of basic skills
Impact
- Children will have a confident ‘can do’ attitude towards mathematics. They will use arithmetic and times tables fluently and make connections in order to solve real life problems.
- They will recognise that Mathematics is essential for everyday life and make at least good progress in Mathematics from their last point of statutory assessment or from their starting point in Nursery.
- Children will be able to use and understand the various mathematical terms and thus make good progress against National Expectations.
- Children will be able to explain and justify in all areas of the curriculum in the same way as in maths lessons.
- Children will be able to move between different representations to support their understanding
- Children will have the ability to recognise relationships and patterns
- Children will be able to apply their knowledge to different scenarios and to choosing the most efficient way to solve a problem.
- Children will make at least good progress in Mathematics from their last point of statutory assessment
- or from their starting point in Nursery.
- Children will use their Mathematics knowledge and skills, in all curriculum areas, to enable them to know more, remember more and understand more.
- Children will recognise the importance of Mathematics as a facilitating subject to enable them to access other areas of learning and operate successfully is everyday life both now and in the future.
