Maths Statement of Intent
The national curriculum for mathematics intends 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 ensure children apply mastery skills. We follow the White Rose maths scheme, with Deepening Understanding used to extend fluency, reasoning and problem-solving. They should also apply their mathematical knowledge to science and other subjects.
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.
We also use a range of planning resources including those provided by the NCETM and NRICH to enrich our children’s maths diet.
We use times table Rockstars to develop their multiplication skills.
KS1 use Number Sense to support basic number fact fluency.
Everyday the maths lessons starts with a quick recall grid, with a question from last year, last term, last week and last lesson, to help them keep recalling information and ensuring these skills are moved to long term memory.
Children are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts
Children are given differentiated tasks that meet their learning needs to ensure they master the concept being taught.
Children work on the objective at whatever entrance stage they are assessed as being at. Children can ACQUIRE the skill, APPLY the skill or DEEPEN the skill within the lesson.
Children move through the different stages of their learning at their own pace.
Children who have shown their understanding at a deep level within the unit, will have opportunities to apply these skills in a GREATER DEPTH activity. This should be challenging and ensure that children are using more than just one skill to be able to answer the mathematical problems.
Assessments are completed at the end of each unit and at the end of each term.
Reasoning and problem-solving are integral to the activity’s children are given to develop their mathematical thinking.
Resources are readily available to assist demonstration of securing a conceptual understanding of the different skills appropriate for each year group.
Children are encouraged to explore, apply and evaluate their mathematical approach during investigations to develop a deeper understanding when solving different problems / puzzles.
A love of maths is encouraged throughout school via links with others subjects, applying every growing range of skills with growing independence.
In the moment marking and feedback is given to help challenge the children during the lesson.
Children are taught mathematical vocabulary and are expected to be able to give examples related to the vocabulary.
Children with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support as necessary. For those children who are working outside of the year group curriculum, individual learning activities are provided to ensure their progress.
We have a specialist maths teacher that works with year 5 and 6 for extra support.
We run whole class and small group maths interventions after school.
We have whole school maths themed events that parents can come to.
KS2 children have CPG maths boos to support home learning.
We give out termly supporting your child letters, with guidance on how parents can support their children at home.
To help parents support their children we run maths training workshops for parents.
CPD for staff is a priority and regular training is given to support staff to develop their subject knowledge.
Maths co-ordinator attends yearly maths conference and attends termly maths meetings with different organisations and the Trust.
Class teachers are responsible for assessing children’s attainment in maths on a daily basis. Progress is reported to parents at least annually.
Maths assessment happens in 2 forms:
Formative-the day to day assessment that takes place continually and informs teacher’s short-term planning.
Summative- formal assessment that takes place at the end of each unit, the end of each term and then at the end of the year.
At Glenmere the Impact of our maths curriculum will be:
· Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times table.
· Children show confidence in Believing that they will achieve.
· Each child achieves objectives (expected standard) for year group.
· The flexibility and fluidity to move between different contexts and representations of maths.
· The chance to develop the ability to recognise relationships and make connections in maths lessons.
· Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.
· Children are fluent with all four number operations.
· Children are fluent with their times tables.
· Children show a high level of pride in the presentation and understanding of the work
· Children show a love of maths and enjoy being challenged and making links.