Maths

Maths Intent, Implementation and Impact Statement

Intent

Our school has a whole school approach to the teaching of Mathematics which includes EYFS. Mathematics is an important creative discipline that helps us to understand and change the world. Our mathematics curriculum has been tailored to provide children with a foundation for understanding number, reasoning, thinking logically and problem solving with resilience so that they are fully prepared for the future. It is essential that these keystones of Mathematics are embedded throughout all strands of the National Curriculum. By adopting a Mastery approach, it is also intended that all children, regardless of their starting point, will maximise their academic achievement and leave Belton C of E Primary School with an appreciation and enthusiasm for Maths, resulting in a lifelong positive relationship with Mathematics.

Maths lessons need to be challenging, enjoyable and to give children an appreciation of the wonder of maths that builds on previous learning. Children are encouraged to show their workings in a concrete, pictorial and abstract form wherever possible. Through our Learning Powers we foster positive can do attitudes and we promote the fact that ‘We can all do maths!’ . We instil confidence in our children by providing them with the building blocks that they need before moving onto the next stage. We believe all children can achieve in mathematics, and teach for secure and deep understanding of mathematical concepts through manageable steps. We aim for children to be able to describe, explain, convince, justify and prove their answers. We use mistakes and misconceptions as an essential part of learning and provide challenge through rich and sophisticated problems.

We aim for all pupils to:

 • become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

• be able to solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios

• reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.

• have an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately to be successful in mathematics.

We want them to know that maths is essential to everyday life and that our children are confident mathematicians who are not afraid to take risks.

Implementation

Our school has a whole school approach to the teaching of Mathematics which includes EYFS.

Our teaching for mastery is underpinned by the NCETM’s 5 Big Ideas.

 

Implementation Continued

We implement our approach through high quality teaching, delivering appropriately challenging work for all individuals with frequent opportunities to revisit previous work. We follow the White Rose scheme of work and supplement it with other resources from Master the Curriculum, Deepening Understanding, National Curriculum, Mathematics Guidance for KS1 and KS2 and NRICH. White Rose has been chosen by the school as a basis for our Mathematics teaching as it enables children to become fluent in the fundamentals of mathematics, to be able to reason and to solve problems. It also enables us to follow the NCETM Five Big Ideas. White Rose also enables us to work on the Ready to Progress criteria. The White Rose curriculum embraces these National Curriculum aims, and provides guidance to help pupils to become:-

Visualisers – using the CPA approach to help pupils understand mathematics and to make connections between different representations

 Describers – placing great emphasis on mathematical language and questioning so pupils can discuss the mathematics they are doing, and so support them to take ideas further.

Experimenters – as well as being fluent mathematicians, we want pupils to love and learn more about mathematics.

We understand the need that to learn mathematics effectively, some things have to be learned before others, e.g. place value needs to be understood before working with addition and subtraction, addition needs to be learnt before looking at multiplication (as a model of repeated addition). White Rose places the emphasis on number skills first for this reason. For some other topics, the order isn’t as crucial, e.g. Shapes and Statistics need to come after number, but don’t depend on each other. We try to mix these so pupils have as wide a variety of mathematical experiences as possible in each term and year.

We continuously strive to better ourselves; sharing ideas and things that have been particularly effective. We also take part in training opportunities with our Beskilled partners and attend regional updates.

Mathematics in our school is enhanced by the use of knowledge organisers, our individual class working walls which are designed to aid children through each topic and our weekly assemblies that celebrate achievements in Times Table Rockstars and Mathletics.

Through our teaching we continuously monitor children’s progress against expected attainment for their age, making formative assessment notes where appropriate, using the White Rose end of unit assessments and termly NFER and practise SATs to inform our discussions in termly Pupil Progress Meetings and update our school summative tracker. The main purpose of all assessment is to always ensure that we are providing excellent provision for every child.

We use interventions to support children who have been identified through teacher assessment as having gaps in mathematical understanding. Interventions are reviewed regularly to assess impact. We also use early interventions to address any misconceptions, pre-teach or more support on the small step of White Rose. These ensure that all children achieve and move on at the same pace.

 Impact

The impact of our Mathematics Curriculum is that children understand the relevance of what they are learning in relation to real world concepts. We have fostered an environment where maths is fun and it is ‘OK to be wrong’ because the journey to finding an answer is most important.

Our maths books show a range of activities that demonstrate progress and confidence in maths across the school.

Feedback and interventions are supporting children to strive to be the best mathematicians they can be ensuring a greater proportion of children are on track.

Pupil voice shows that children enjoy maths lessons and enjoy a challenge. They feel able to try different strategies when they need extra help and can articulate this by using their mathematical vocabulary.

We would like all children to leave Belton Primary School being confident Mathematicians that shape the future.