Intent
Our Maths teaching is underpinned by the belief that all children need a deep understanding of the mathematics they are learning. This is what we mean by Mastery. There is one set of Mathematical concepts for all. We ensure all pupils have access to these concepts and the rich connections between them. Mastery is, therefore, the aim for all children, hence we have an ambitious Maths curriculum for all. Mastery is a continuum. We believe mastery is only going to be achieved when more time is spent on key concepts that are revisited and reviewed. This allows for the development of depth and sufficient practice to embed learning.
Implementation
We ensure that all pupils will move through the curriculum at broadly the same pace. However, based on good Assessment for Learning, our teachers make decisions about when to progress children, based on the security of pupils’ understanding and their readiness to progress to the next stage. This does not mean that ‘we hold children back’ or that all children access the same questions and same activities all the time. Pupils who grasp concepts rapidly are challenged by ‘going deeper’, being offered rich and more sophisticated problems before any acceleration through new content.
We teach the National Curriculum 2014. Pupils gain understanding of the mathematics relevant to their year group so that is it built upon in subsequent years.
• Our long-term map, using White Rose Maths, outlines in year groups / phases when mathematical knowledge, in unit blocks of work, will be taught and revisited. This is the basis for our well sequenced and progressive curriculum.
• Our Calculation Policy outlines in more detail which concepts and procedures / strategies will be introduced and then developed. Links are also closely made to the CPA approach, which has been woven into our school approach.
• Our weekly planning is based on white Rose Maths which is tailored to the needs of our children. We use many concrete resources throughout the school to ensure children are exposed to multiple representations of a concept. This is part of our CPA (Concrete, Pictorial and Abstract) approach.
Whilst we teach Maths in progressive distinct domains (units of work) we recognise that Maths is an interconnected subject. Therefore, we encourage children to make connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. Children also apply their mathematical knowledge across the curriculum, where relevant. We regard talk in Maths as important and introduce mathematical vocabulary in an age-appropriate way. We encourage children to verbalise their thinking; our teachers ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.
Children in EYFS have a daily mathematical focus based on acquiring knowledge of basic mathematical facts and concepts within the EYFS Curriculum. Mathematical concepts are also woven throughout their continuous provision.
Maths Subject Leaders have accessed a variety of training including subject leader training within Warwickshire. Teaching and Non-teaching Staff have accessed training by our Maths Hub Lead.
Leaders in our school prioritise the teaching of Maths. Leaders monitor the provision of Maths through learning walks in Maths sessions, work and planning scrutiny and the impact of this provision through the analysis of (i) end of 3-year cohort data (end of KS1 and 2 Maths) and (ii) individual pupil attainment and progress throughout the year (on going assessments and pupil progress meetings).
Impact
Pupil Voice
Through discussion and feedback, children talk enthusiastically about their maths lessons and speak about how they love learning about maths. They can articulate the context in which maths is being taught and relate this to real life purposes. Children show confidence and believe they can learn about a new maths area and apply the knowledge and skills they already have.
Evidence in Knowledge
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 demonstrate a quick recall of facts and procedures. This includes the recollection of the times tables and number bonds.
Evidence in Skills
Pupils use acquired vocabulary in maths lessons. They have the skills to use methods independently and show resilience when tackling problems. The flexibility and fluidity to move between different contexts and representations of maths. Children show a high level of pride in the presentation and understanding of the work. The chance 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 school.
Outcomes
At the end of each year, we expect most children to have achieved Age Related Expectations (ARE) for their year group. Some children will have progressed further and achieved greater depth (GD). Children who have gaps in their knowledge receive appropriate support and intervention.