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Maths

Our 5 Key principles:

  • Fluency in number facts
  • Effective problem solvers
  • Efficiency in calculation
  • Confident with numbers
  • Appreciate and explore the inherent beauty of mathematics 

Maths Curriculum Intent

To allow children to experience a sense of fascination and achievement as they solve a problem for the first time, discover different solutions and view Mathematics holistically, recognising the interconnection between different stands of mathematics. To provide pupils with a deep understanding of the subject though effective teaching incorporating a concrete, pictorial, and abstract approach. To foster positive attitudes and excitement of discovery and ensure pupils
become fluent in the fundamentals of mathematics, developing conceptual knowledge and an ability to recall and apply knowledge rapidly and accurately.

As a values driven school we intend for all pupils to attain highly in mathematics so that they are ready for their next stage of learning and achieve their true potential. Our mathematics curriculum aims to not only equip students with mathematical skills but also to nurture resilient, engaged, aspirational, communicative, and mentally healthy individuals who are well-prepared for the challenges of the future.

  • Resilience: Our mathematics curriculum is designed to challenge children, encouraging them to embrace difficulties as opportunities for growth. We believe that the process of overcoming mathematical challenges builds resilience, empowering students to develop a positive attitude towards problem-solving and learning from mistakes.

  • Engagement: We strive to make mathematics exciting and relevant for every child. By engaging students in meaningful ways, we aim to ignite their curiosity and passion for mathematics, making the subject a source of joy and discovery.

  • Aspiration: Through a carefully crafted curriculum, we inspire students to set ambitious goals for themselves. We encourage them to envision their potential in the field of mathematics, fostering a sense of aspiration. By showcasing the real-world impact of mathematical concepts, we aim to instill a belief in each student's capacity for achievement and success.

  • Communication: Mathematics is not only about numbers; it's a language that enables us to express and communicate ideas. Our curriculum places a strong emphasis on effective communication of mathematical concepts. Children are encouraged to articulate their thought processes, collaborate with peers, and express their understanding in various forms. This not only enhances their mathematical proficiency but also develops essential communication skills.

  • Healthy Mindset: We recognise the importance of a healthy mindset towards mathematics. Our teaching approach promotes a growth mindset, emphasising that intelligence and mathematical abilities can be developed through dedication and effort. We foster an environment where mistakes are viewed as opportunities to learn, and challenges are seen as stepping stones to success, contributing to the overall mental well-being of our children.

We implement this in school through a range of different strategies:
● In EYFS the delivery of mathematics closely follows the mastery approach to promote a deep understanding of the foundation blocks of mathematical concepts. New mathematical content is taught and practised through daily whole class teaching and then effectively developed throughout the day through the provision and resources around the setting, both indoors and outdoors. Staff interact effectively with small groups and individuals to promote mathematical
competency and allow children to talk about their strategies for solving everyday problems as they explore their surroundings. Where necessary, children are given additional support to ensure that all children engage in Mathematics at an appropriate level.  Mathematics is taught using a range of manipulatives and games as well as natural resources. The staff ensure that mathematical talk is used correctly and regularly as part of daily routines and procedures.
● Our approach ensures a creative and innovative sequential approach. The model
consists of: 
- Conceptual Understanding: A focus on the mathematical concept and vocabulary acquisition

- Procedural Fluency: Practising the concept using a variety of representations

- Reasoning and Problem Solving:  Applying the understanding of the concept and procedure, to confidently reason and solve problems  
 
● The White Rose Scheme of Learning is our primary tool to ensure that the mastery approach is continued and built upon throughout the school. The structure of the scheme allows pupils to constantly revisit and extend their knowledge of the mathematical strands and acquire a deep, long-term, secure, and adaptable understanding of the subject.
 
● Throughout the school, we adopt the same lesson structure which includes the three sections below.
I DO – The teacher introduces new mathematical content, carefully models examples, and addresses misconceptions.

WE DO – The children use concrete resources or white boards to explore and practise new learning and share their ideas and solutions with their peers.

YOU DO – The children are provided with activities designed to allow them to work independently and access further challenge.
 
● Fluency skills are practised and embedded through a daily mathematics review in both KS1 and KS2

● In KS1, children are introduced to rolling numbers and use Fluency Bee and One Minute Mathematics from White Rose to further support development of key number facts and counting strategies.

● In KS2, a daily arithmetic session following the NCETMs Ready to Progress criteria allows children to embed key concepts which they will need to be both conceptually and procedurally fluent in to successfully continue their mathematical journey. 

● Children are given regular opportunities to explore, practise and apply their mathematical skills through active learning.
 
● Targeted additional support and corrective teaching is provided to ensure that gaps in learning are addressed and that children of all abilities access a positive and fulfilling Mathematics learning experience.

● Enrichment opportunities are planned so that all children have the opportunity to be stretched and challenged. Times Table Rockstars and Rolling Numbers is used throughout Key Stage 2 to promote rapid recall and mental proficiency.
 
The impact of our Mathematics approach is: 
● Children can talk confidently about Mathematics learning
● Children are enthusiastic about their Mathematics learning and are happy to explore and share their understanding in a safe environment where misconceptions are quickly addressed and achievement is recognised and celebrated.
● Children can demonstrate a secure understanding of mathematical concepts using a range of strategies, resources and representations.
● Children have excellent arithmetic recall and adopt the most efficient strategies to suit their needs.
● Children reason and problem solve with confidence.
 
Impact is also measured through outcomes, nationally reported at Early Years and the
End of KS2 data. Mathematics outcomes are internally recorded on a half termly  basis.

Documents

LTPS, progression documents and vocabulary progression

Supporting Websites

Times Tables Rock stars – https://ttrockstars.com/

My maths – https://www.mymaths.co.uk/

Education city – https://ec1.educationcity.com/

My minimaths – https://myminimaths.co.uk/

Topmarks – https://www.topmarks.co.uk/

Maths zone – https://mathszone.co.uk/

White Rose Maths- https://whiterosemaths.com/maths-with-michael#watch-