We aim to send every young person into the world able and qualified to play their full part in it. This means that we want students to develop the skills, knowledge and attributes to thrive and flourish in their school years and beyond.
Our intent is that every pupil leaves our school confident and competent to deal with any mathematical problem they may face in their lives and future careers. This is achieved through promoting pupils to; be resilient in their approach, take risks to deepen their knowledge, forge valuable working relationships and take responsibility for and enjoy their learning. We aim to push pupils to be the best mathematicians by building up their skills base and maximising their attainment and understanding in mathematics at whichever stage that may be
It is vital that curriculum knowledge and skills are not learnt in isolation. We teach Maths through the progression of skills and knowledge, both of which are planned in a sequential document. Teachers also ensure that lessons are built upon the skills and knowledge of the children, allowing for lessons to be adapted to the needs of the learners.
How we intend to remove barriers
In Maths we remove barriers to learning and support students’ ability to access the curriculum through the use of informal and formal assessment. Every lesson is a tool to inform the teacher of progress made, support required and intervention needed for the next lesson.
Barriers may include gaps in subject knowledge, absence from school or misconception and misunderstanding. Teachers remove these barriers by regularly marking work, ensuring each child has chance to ‘feedback’ to their teacher – orally, written, traffic light assessment.
Teachers may plan for small intervention groups, lasting no more than 20 minutes to work on specific objectives. Teachers also use warm up activities or home learning to support gaps in learning. Lessons are differentiated, where and when necessary, to remove barriers and enable children to access the learning they need. Lessons could be differentiated by support, activity, method and task completion.
Ensuring children access reading and writing opportunities within a maths lesson is a non-negotiable. Children access word problems, mathematical stories and investigations, all of which require children to give their answer or reasoning, orally or written.
As part of our termly assessments, children complete an arithmetic paper and a reasoning paper. The reasoning paper may be read to any child, although we encourage children to underline key terminology and identify what they need to do to complete the problem. Marks are awarded for the answer and the working out. This is reinforced throughout our teaching and children understand the need to explain their method and reasoning.
Children at all levels and stages of learning are exposed to oral and written reasoning and problem solving, alongside regular fluency.
In order to develop their oracy within a subject specific context, pupils are given opportunities to talk about their learning. Staff challenge use of mathematical vocabulary and will direct pupils towards the correct terminology, when appropriate. Staff also ensure children are exposed to language used within formal tests and encourage use of new terminology in their own learning. Staff model mathematical language throughout the school day and give children sentence stems and opportunities to use mathematical language across all lessons.
Students are introduced to key subject specific vocabulary and have regular opportunities to reinforce their understanding. Key mathematical vocabulary is highlighted to the pupils and pupils are guided to use this in their work.
How we develop skills for learning
Students are given opportunities to develop their skills for learning in each and every lesson. Engaging starter activities help students to recall the key concepts of prior learning, as well as giving children a chance to practice key mathematical skills that children need in everyday life. Children are encouraged to recognise the purpose and use of each mathematical skill within real life and how they can use these skills outside of the classroom.
The skills for learning process within the Maths curriculum both reinforces the key Mathematical skills content and helps our students to know, remember and be able to do more at each stage of the curriculum.
Teacher assessment and formal assessment informs planning and progression within the curriculum. In Y2 and Y6, children complete previous KS1/ KS2 SATS papers at the end of each term to monitor progress and identify gaps in learning. Children in Y1, 3,4, and 5 complete PIRA and PUMA assessments, termly, to inform overall teacher assessment.
How we foster personal attributes
In Maths, our curriculum intent embodies that of the school. We are committed to ensuring students are exposed to the wider world context in order to develop them as well rounded individuals. Our curriculum demands independence, resilience and responsibility in line with SCHOOL Way.
Mathematics encourages perseverance, resilience as well as promoting efficiency and speed. Children are directed to work independently and in teams and often given the choice on how they choose to work. Children use squared books to promote well presented, methodical working out.
How we intend to enrich student experiences and broaden the horizons of students
Mathematics is embedded as part of everyday practise throughout our schools. Children are encouraged to use maths in all ‘real life’ opportunities. Examples of how we use embed maths to enhance student experiences would be;
- Enterprise events/ School Fayres – budgeting, buying, selling
- PE Lessons – measuring distance, timing sports events.
- Telling the time – Children use analogue and digital clocks around school, use of daily/ weekly timetables.