Mathematics Curriculum Statement
We want our mathematics curriculum to be valued by all children and provide them with enriching learning experiences to support them with every day maths. Maths is a skill which is used daily and in many areas of life, we want children to become competent learners through unlocking mathematical fluency.
Our vision is that children flourish and prepare for life in all it’s fullness. Through our values we want children to aspire to succeed, demonstrate their knowledge to others in a kind and respectful manner, treating all equally and value children individually.
From September 2021, our Nursery and Reception class have adopted the new curriculum and learning goals. Children in their first school years need to have a strong understanding of number to excel in mathematics, through frequent practice and the opportunity to ‘have a go’ children will become confident leaners and not be afraid to make mistakes, children will also experience rich opportunities to enhance either spatial reasoning skills.
Key Stage 1 and 2
A high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
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 nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
In order for us to continue to strive to be the best for our children we are continuously working on self-assessed development points and those set by outside agencies (Ofsted).
Ofsted (2017) commented upon our improvement in mathematics and gave us additional steps. These were to challenge individuals more in order for them to reach their potential and to check assessment more frequently. We now have a rigorous termly assessment procedure in place with a breakdown of strengths and areas to improve, children are given a variety of ability tasks to work through and encouraged to extend their own learning through challenge.
Our SDP (2021-2022) focuses on raising the attainment in maths across both key stages through evidence-based interventions, effective moderation and frequent meetings between staff to discuss effective practice.
We have also increased the time dedicated to maths, we have daily time allocated slots for maths and additional activities. We plan for a 60-minute maths lesson daily to coincide with a maths ‘automaticy’ session. This may take the space of Fluent in 5, additional arithmetic questions designed to improve fluency, or a TTRS times table class session.
Hodder: “builds fluency and mathematical reasoning skills by exploring, clarifying, practising and then extending concepts to ensure that learners master mathematical ideas”.
In Years 1-6 our long-term plan is based upon the Hodder Education statements, these are taken directly from the National Curriculum. The Hodder statements are divided up into termly sections (Autumn, Spring, Summer) and indicate whether the objective has been repeated or if it has moved down for challenge. From this, each class has combined statements to correlate due to our mixed year groups. Ensuring correlation between subject type through planning this then forms our MTP. In an age-appropriate manner, daily lessons are then planned from this documentation. Hodder is closely linked to our termly PUMA assessments.
At West Felton CofE Primary School, we believe that children should be introduced to the processes of calculation through practical, oral and mental activities. As children begin to understand the underlying ideas they develop ways of recording to support their thinking and calculation methods, use particular methods that apply to special cases, and learn to interpret and use the signs and symbols involved.
Our calculation policy demonstrates the progression of skills taught in each year group, rather than stating which method children should use. This policy has been adopted by all members of staff throughout the school.
Our classrooms are generally well equipped with many visual and practical resources to support learning. Displays around the school celebrate the success of learners, showcase work, encourage a ‘working wall’ approach or demonstrate a specific skill.
We have two online tools for the children to access at West Felton: Numbots and TTRS.
Numbots is an online program aimed at Reception, Year 1 and Year 2. It has two main aims:
- Counting to Calculating
NumBots equips each pupil with the set of core maths skills they require by building their knowledge from the ground up – starting at the very beginning with subitising.
- Automaticity and Understanding
Instant recall of key number facts must be built on a secure and genuine mathematical understanding in order for pupils to move forward and solve increasingly complex problems.
Times Tables Rock Stars is designed for those in Year 3 and above, it focuses on daily sequenced times tables practice. The aim is for children to be fluent and recall all times tables fact up to and including the 12x table. It offers the option for paper or online version if using for the whole class.
Both online programs support the teachers with assessment providing individualised information for the children
We believe in high quality targeted support to help all children learn mathematics.
Each class teacher plans in class interventions to meet the needs of their children. These can take place in many ways depending on class routine. Children may have a set day and time with either the class teacher or teaching assistant and this will run for the half termly period. Children may work in small groups or individually and given a target which should be achieved within the time frame. Children’s misconceptions will be addressed during or as soon after the maths lesson is complete.
This is what you might typically see:
- Children engaged in their learning, modelling positive behaviour, enjoying and accessing the learning.
- Self-motivated and resilient learners.
- Children talking with confidence about what they have learnt using the correct terminology.
- Children demonstrating their acquired skills with accuracy.
- Work shows children taking pride of what they achieve.
- Lessons are coherent and build on prior learning.
- Specific gaps are addressed with interventions and catch up lessons.
- Different representations of calculations.
- Range of activities to showcase our skills.
This is how we know our children are doing well:
- Consistent feedback to children throughout the lesson, based on the objective, from Class Teacher and Teaching Assistant.
- Marking daily of maths work, daily assessment completed and deep dive marking weekly.
- PUMA termly assessments: indicators given for areas of strength and weakness which are then addressed.
- Assessment tracked half termly and entered onto our school tracking grids.
- Learning walks, book scrutiny and discussions with the children.
- Moderating sessions with our Federated schools.
- External data from end of Year 4 Multiple Tables Check and the end of Key Stage SATs assessments.
Click to view the National Curriculum for Mathematics