Maths

Intent

The intent of our mathematics curriculum is to design a curriculum that is accessible to all and will maximize the development of every child’s ability and academic achievement

We aim to help children realise that mathematics has been developed over centuries, providing solutions to some of history’s most intriguing problems. We want them to understand that mathematics is essential in everyday life, critical in science, technology, engineering, and necessary for financial literacy and most forms of employment.

As our pupils progress, we intend for them to:

• Understand the world through mathematics.
• Develop the ability to reason mathematically.
• Cultivate an appreciation of the beauty and power of mathematics.
• Foster a sense of enjoyment and curiosity about the subject.

Implementation

We follow the 'Maths No Problem' scheme, which spans from Reception to Year 6 and provides opportunities for mastery to all students. We dedicate one hour to daily maths lessons across the school. 

Reception

In Reception, there is a strong emphasis on developing mathematical language through activities such as sorting, matching, comparing, exploring patterns, and the ability to subitize objects and images (for instance, recognizing five-wise patterns within 5 and 10 frames, Pairs Wise patterns using Numicon, and dice patterns). Maths themes and ideas are introduced and discussed every day, with children subsequently able to self-select from a range of indoor and outdoor activities.

KS1 and KS2

In line with the statutory requirements of the maths national curriculum for KS1 and KS2, our goal is for children to develop their conceptual understanding, fluency, reasoning, and problem-solving skills. To support this, we have invested heavily in manipulatives that enable all children to explore and explain the abstract nature of maths. We also encourage drawings, including the use of bar models. This concrete, pictorial, and abstract approach, underpinned by Bruner’s research (Enactive, Iconic & Symbolic), is proven to be a very effective way of supporting mastery and helping children know and understand more, and remember more in the long term.

A mastery approach encourages all children to make links within mathematics (through perceptual variation); and also to see and explain patterns (supported by systematic variation). These elements are woven into the Maths No Problem programme.

A mastery approach encourages all children to:

• Respond and speak in full sentences using accurate mathematical vocabulary when explaining their understanding and modeling their methods.
• Teach and support their peers.
• Ask and answer questions using precise mathematical vocabulary.
• Develop visualisation skills.
• Develop their metacognition.
• Develop resilience.
• Cultivate positive mindsets and not be afraid to make mistakes.

We deliver creative and engaging lessons using the Concrete, Pictorial, Abstract (CPA) approach. We want children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning, and competence in solving increasingly sophisticated problems. Our intention is for our pupils to be able to apply their mathematical knowledge to science and other subjects.

In addition to mental maths skills being reinforced in lessons, additional time is dedicated to helping children become fluent in mental arithmetic skills through regular practice.

Impact

• Through discussion and feedback, children enthusiastically discuss their maths lessons and express their love for learning about maths. They can articulate the context in which maths is being taught and relate it to real-life purposes. Children display confidence and believe they can learn about new maths areas and apply the knowledge and skills they already possess.
• Pupils understand how and why maths is used in the outside world and in the workplace. They are aware of different ways maths can support their future potential. Mathematical concepts or skills are considered mastered when a child can demonstrate them in multiple ways, using mathematical language to explain their ideas and independently applying the concept to new problems in unfamiliar situations. Children demonstrate quick recall of facts and procedures, including times tables.
• Pupils use acquired vocabulary in maths lessons and possess the skills to use methods independently. They exhibit resilience when tackling problems and the flexibility to move between different contexts and representations of maths. Children take pride in the presentation and understanding of their work. They have the opportunity to develop the ability to recognise relationships and make connections in maths lessons. Teachers plan a range of opportunities to use maths inside and outside of school.
• At the end of each year, we expect children to have achieved Age-Related Expectations (ARE) for their year group. Some children will have progressed further and achieved greater depth (GD). Children with gaps in their knowledge receive appropriate support and intervention.
• Our goal is for all children to have a secure, long-term, deep, and adaptable understanding of maths that they can apply in different contexts.
• EYFS baseline assessments, statutory testing at the end of Year 6, and times tables testing in Year 4 provide additional information about the impact of our maths curriculum. These assessments are considered when reviewing our priorities as we strive for excellence.