Mathematics

Curriculum

Teaching across the federation is designed to equip children with the necessary skills to become fluent and accurate mathematicians. Children have opportunities to explore mathematics through using a combination of concrete resources, pictorial representations and formal methods, to ensure children can master complex concepts. Pupils learn to reason mathematically, using a range of strategies that they can apply to solve problems, which relate to everyday life.

To make mathematics meaningful and purposeful, we encourage the children to apply their knowledge to other areas of the curriculum as appropriate.

Mathematics is taught daily in the Reception classes as part of the Early Years Foundation Stage curriculum, and in Year 1 and 2 from Key Stage 1 of the National Curriculum.

In the EYFS mathematical thinking is also encouraged when the children are investigating independently in the indoor and outdoor classrooms, and in Key Stage 1 the children complete a range of work and challenges to help them develop their mathematical skills, such as reasoning and problem solving.

In Key Stage 2, Mathematics is taught on a daily basis using White Rose Maths to compliment the National Curriculum Programme of Study.

In Key Stage 1 and 2, the DfE Ready to Progress criteria, NRICH resources and NCETM Mastery Materials are used alongside the curriculum to enhance to planning, teaching and learning.

All children are taught in mixed ability classes, so lessons are planned to ensure a consistent coverage in all classrooms with appropriate differentiation. This is to enable quality first teaching to have the largest impact on all children’s progress and outcomes. Lessons are carefully sequenced to ensure skills are reinforced, revisited and built upon in order to provide a firm foundation for subsequent learning. Additionally, retrieval practise ensures children learn more and remember more.  Children have opportunities to develop fluency, reasoning and problem solving whilst exploring concepts. Teachers ensure consistency across classes and year groups in their Mathematics teaching (use of models/images, resources, learning objectives etc).  Challenges are set for all children to apply reasoning skills to problems and to prove that they have really ‘mastered’ a concept. More complex challenges are set for children to experience working at greater depth in Mathematics once they have mastered the objectives within that topic. This approach enables more confident mathematicians to be stretched and challenged, whilst some children will need more consolidation of basic skills before they are ready to move on.

We encourage a ‘learning from our mistakes’ culture and this is reinforced through our Excellent Learner characteristics. We also incorporate opportunities for the children to ask questions and discuss their mathematical thinking with their learning partners, other class peers and adults in order to allow them to clarify learning and help us assess their understanding.

We use assessment grids in Key Stage 1 and 2 and Development Matters in the Early Years Foundation Stage to track progress in Mathematics and every term teacher assessments are inputted into our tracking system, Pupil Asset. Through this we are able to see which children or groups of children are making good progress and which need additional support. Lesson observations, book scrutinies, pupil voice and learning walks take place regularly to enable us to monitor consistency across the federation for all children. Feedback is given to each staff member after observations as well as being shared with the Mathematics Team.

The federation has invested in My Maths, TTRockstars, including Numbots and Purple Mash which are online mathematics sites for children to use at home and in school to connect and enhance their learning.

Across the federation we have promoted mathematics through additional enrichment, including STEM Days and Number/Maths Days which enable the children to see the cross curricular links with Maths and the enjoyment that can be gained from working mathematically.

This year, alongside our usual planning we are producing weekly contingency planning, which is published on our website, to enable those children who are required to isolate to continue to have access to the same learning which is taking place in the classroom. In the event of a bubble closure the learning becomes remote, through the use of Microsoft Teams and is led live by the Class Teacher and TA.

Reception
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6