Mathematics

Our Vision
 

In our Federation, our vision is to provide a high quality, broad and balanced maths curriculum which is ambitious for all learners. We aim to make maths practical, enjoyable and accessible for all learners and to instil in our children a positive attitude to maths, building confidence and developing independence through perseverance and collaboration. Our goal is to ensure that children leave our school equipped with the knowledge, skills, cultural capital and qualities to succeed in the next stage of their education and to develop a deep understanding of mathematical concepts, the confidence to reason and problem solve and the wisdom to apply their learning in every day contexts.

Intent

It is our intent to provide a high-quality, broad and balanced maths curriculum; build children’s confidence and resilience, ensuring that they are fluent in and have a deep conceptual understanding of mathematical concepts; to ensure that children are able to reason and problem solve and are able to apply this knowledge to unknown problems as well as making links to the wider curriculum; and to ensure pupils have a positive attitude towards mathematics and understand the power and purpose of maths in everyday life to help them make sense of the world.

Implementation

In our Federation, teachers create stimulating, high-quality maths lessons to accommodate for all learners to reach mastery following the White Rose Scheme of learning. We use the Quality First Teaching model in daily lessons to meet the needs of all learners, including SEND, and adapt our approach to be inclusive of all pupils. Our ‘Adaptive Learning Framework’ that outlines an ‘I do, We do, You do’ planning approach to maths learning in the classroom provides opportunities for pupils to have fluency and reasoning problems explicitly modelled for them before working collaboratively with their peers to solve similar questions, instilling full confidence in their ability to solve problems independently in the ‘You do’ part of the lesson. Teachers identify pupils requiring extra support and conduct mini-interventions throughout lessons so that all learners are successful in achieving their outcomes. Pupils who grasp concepts quickly are challenged to deepen their understanding by being offered rich and sophisticated problems and not accelerated through to new content. From EYFS through to Year 6, teachers adapt lessons using a concrete (manipulatives), pictorial and abstract approach to target the needs of all abilities. Teachers use a wide range of resources to build interesting and engaging lessons from EYFS to Year 6 including:

• White Rose Premium Resources
• NCETM Mastery Document
• Twinkl
• Classroom Secrets
• Times Tables Rock Stars
• Purple Mash

All classrooms display a mathematics working wall that is regularly updated to reflect classroom learning which promotes independence and aids working memory for strategies or mathematical procedures. Each working wall contains mathematical fluency, reasoning prompts, relevant examples of problems (representations and models) and maths vocabulary.

As part of our Contextualised Curriculum, our bi-weekly Maths Through Story (KS1) and Real-Life Maths (KS2) lessons provide opportunities for pupils to apply their mathematical and conceptual knowledge in real-life contexts. Teachers centre these lessons around every day experiences in which pupils could use maths or on other subjects within that year group – this ranges from trips that link to other key learning areas, to using stimulus of a multi-layered, high-quality picture book, to surviving on a ration book in World War II. All areas are contextually planned to exploit every opportunity to submerge students in a creative learning environment.

Teachers are offered CPD where needed and teachers who are new to year groups are supported to understand the Federations approach to teaching mathemtatics.

Impact

As a result of our mathematics curriculum and teaching within the Federation, pupils:

• have a positive attitude towards mathematics, are engaged and challenged

• are confident in the use of mathematical vocabulary and make connections between mathematical topics and everyday life

• use a variety of resources (PCA) to support and explain their learning

• have a consistent approach to calculation

• use different representations of mathematical concepts

• fluency in the fundamentals of mathematics

• are efficient, systematic and accurate in their approaches

• have their learning tracked and monitored to address misconceptions

• have low stakes and timed testing which helps them to remember content and learn facts to automaticity

• are well prepared for external assessments to ensure all have the best chance of proficiency

• are taught core facts, formulae, concepts, methods and strategies that are useful now and in the next stage of their education.

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Vocabulary Progression

Maths Curriculum Map