Gallow Field Road
Foxton
Market Harborough
Leicestershire
LE16 7QZ

Telephone: 01858 545 328

Maths

Curriculum statement for the teaching and learning of Mathematics

Intent

The National Curriculum for mathematics aims to ensure that all pupils:

1. Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

2. Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.

3. Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.

 

The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. Our curriculum ensures children apply mastery skills. We follow the White Rose maths scheme, with Target Maths and Maths Sharp Skills sessions used to extend fluency, reasoning and problem solving.  Children also apply their mathematical knowledge to science and other subjects.

 

The White Rose Maths scheme is used as a planning tool, but we adapt according to the need of our pupils at that time and our mixed year classes. This adaptation is based upon summative assessment gap information, ongoing formative teaching judgements and pupil feedback.

 

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich mastery and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

 

Mastery

Pupils are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings.  A wide range of mathematical resources are used and pupils are taught to show their workings in a concrete, pictorial and abstract form wherever suitable. They are taught to explain their choice of methods and develop their mathematical reasoning skills.  We encourage resilience, adaptability and acceptance that struggle is often a necessary step in learning.  Two teachers are undertaking the Maths Hub's Teaching For Mastery Programme.

Implementation

White Rose Scheme

Every class from EYFS to Y6 follows the White Rose scheme of learning which is based on the National Curriculum.  Lessons may be personalised to address the individual needs and requirements for a class but coverage is maintained.

In order to further develop the children’s fluency, reasoning and problem-solving, we use Deepening Understanding which correlates to the White Rose lessons and further develops children’s understanding of a concept and the links between maths topics.

 

We also use a range of planning resources including those provided by the NCETM and NRICH to enrich our children’s maths learning.

 

We have Maths Sharp Skills in each class whereby children have a carousel of activities to ensure general maths knowledge and fluency are maintained and developed; these may take many forms, for example: arithmetic, specific times tables or several questions about a mixture of maths topics. While the class are solving the questions, the staff are able to support children with consolidation or pre-teaching ensuring they are confident with skills required for the upcoming lessons.

We use the White Rose mastery resources to structure our Mathematics Curriculum.  The National Curriculum learning objectives are divided into the following overviews:

 

Foundation Stage

Year 1 and 2

Year 3 and 4

Year 5 and 6

(Due to variable term lengths the Spring Term weeks may be started in the Autumn Term.)

 

Impact

 

Assessment

Through our teaching we continuously monitor pupils’ progress against expected attainment for their age, making formative assessment notes where appropriate and using these to inform our teaching.

 

Summative assessments are completed at the end of each unit – Headstart tests.  The main purpose of all assessment is to always ensure that we are providing excellent provision for every child.

 

GL Assessments are used annually to help teachers verify their teacher assessments.  The reports give standardised scores which are set against national averages so that results can be reliably compared with those of schools across the country.  Additionally, year-on-year progress can be judged.