The National Curriculum for mathematics aims to ensure that all pupils:
- 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.
- Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
- 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.
At Ash Church of England Primary School, we give all children the opportunity to learn and develop key mathematical skills, which they can apply to everyday life. We aim to develop a resilient attitude to Maths, to ensure children feel confident to apply their skills to a range of different contexts across the curriculum and beyond.
We believe that unlocking mathematical fluency is an essential life skill for all learners and a pre-requisite to being able to reason and problem solve. We introduce the children to the processes of calculation through the use of concrete, pictorial and abstract resources. As children begin to understand the underlying ideas of mathematics, they develop ways of recording; learning to interpret and use the signs or symbols involved. Over time, these mental strategies are strengthened and refined, progressing to the formal written methods. These methods continue to develop to become more efficient and succinct, meaning that by the end of Year 6, children, when faced with a calculation, are able to decide which method is most appropriate or efficient and utilise strategies to check for accuracy.
At Ash Church of England Primary School, we use White Rose Maths as the basis of our Curriculum for Reception to Year 6; designed to support teachers in all aspects of their planning whilst delivering an effective Maths Mastery Curriculum.
Children have 4 Maths lessons a week.
Lessons are planned and sequenced so that new knowledge and skills build upon previous teaching and learning.
These topics are continuously revisited as the year progresses, allowing the knowledge to become embedded, developed and giving the children the chance to deepen their understanding.
Teachers ensure that all objectives are taught by referring to the Progression Sheets and materials from White Rose Maths to aid in the delivery of lessons.
All pupils, when introduced to a key new concept, have the opportunity to build competency by taking the following approach. Pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.
Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.
Pictorial– children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.
Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.
All year groups start with number work, as this underpins all mathematical understanding, before moving on to calculation techniques. Staff refer to the Calculation Policy when teaching formal methods, ensuring consistency and progression across school.
Reasoning is also taught alongside calculation methods at all times.
Number Sense Maths is taught 4 times a week throughout Foundation Stage and Key Stage 1 – embedding number knowledge and the rapid recall of number facts.
In Years 3 and 4, all children have access to times tables booklets twice daily; building their knowledge and understanding of multiplication, division and inverse facts. This is continued throughout Years 5 and 6 as intervention.
Times Tables Rockstars is accessed by all Key Stage 2 children.
In the Early Years Foundation Stage (EYFS), we relate the mathematical aspects of the children’s work to the Development Matters statements and the Early Learning Goals (ELG), as set out in the EYFS profile document.
Mathematics development involves providing children with opportunities to practise and improve their skills in counting numbers, calculating simple addition and subtraction problems, and to describe shapes, spaces, and measures. This is accessed through the Number blocks programme (NCETM), Number Sense and White Rose Maths.
We continually observe and assess children against these areas using age-related objectives, and plan the next steps in their mathematical development in response to this. There are opportunities for children to encounter maths throughout the EYFS provision – through planned activities and the self-selection of easily accessible quality maths resources.
During the Children’s learning journey at Ash Church of England Primary School, our intended impact of the Maths Curriculum is to ensure that:
- The children have a secure knowledge of number facts (including number bonds and multiplication facts) and a good understanding of the four operations.
- The children are able to use this knowledge and understanding to carry out calculations mentally and to apply strategies used for 1 or 2 digit numbers to situations involving larger numbers.
- Have an efficient, reliable, compact written method of calculation for each operation that pupils can apply with confidence when undertaking calculations they cannot carry out mentally.
- All children have the opportunity to develop their reasoning and problem solving skills during the maths sessions taught 4 times a week.
- Teachers use assessment as an integral part of teaching and learning. Maths books are marked throughout the week in accordance with the School’s marking policy. Individual feedback is given when appropriate and targeted intervention used to address any misconceptions.
We measure the impact of our curriculum through the following methods:
- Maths books are moderated across the school by subject lead to check standards against progression of skills and planned outcomes.
- Lesson observations, book scrutiny and learning walks by SLT.
- Summative assessment of pupils’ skills (termly data is analysed by the subject leader and SLT);
- Records of each child’s progression kept by the class teacher to ensure progress towards planned outcomes.
- Talking maths – questioning the children in order to deepen their mathematical reasoning, providing children with opportunities to explain methodologies and approaches to mathematical tasks.
- Pupil voice – children actively discussing their own learning.
- Annual reporting to parents about their child’s achievement and efforts.