Maths – subject information

Intent

Our mathematics curriculum gives the children a foundation for understanding Number, reasoning, thinking logically and problem solving with resilience so that they are fully prepared for the future.

We will fulfill the requirements of the national curriculum for mathematics whilst providing opportunities for children to develop and apply their mathematical knowledge across other areas of the curriculum and in real life.

We want children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.

We want the children to use the correct mathematical vocabulary, and intend to create a vocabulary rich environment, ensuring vocabulary is taught to the children in order to develop their confidence to explain mathematically.

Enjoyment and enthusiasm for learning will be promoted to the children through the use of practical activities, exploration and discussion.

At Brough Primary School, we want all children to have a positive attitude towards mathematics, know that mathematics is essential to everyday life, and be confident mathematicians who are not afraid to take risks. We believe that every child can do maths!

 

Aims

The national curriculum for mathematics aims to ensure that all pupils:

  1. become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time
  2. develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
  3. reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  4. 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.

Mathematics is an interconnected subject in which children need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but children should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

The expectation is that the majority of children will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of children’s understanding and their readiness to progress to the next stage. Children who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

Implementation

In order to achieve high standards within mathematics, we implement a cumulative curriculum that is progressive from EYFS to Year 6.

Long and medium term planning

The long-term plan maps out the experiences the children will receive in each key stage. It is written by the Maths leader in consultation with other members of the teaching staff.

Medium term planning using the White Rose schemes of learning, ensure that links are made to previous work, key skills, mathematical vocabulary and the required objectives, skills and knowledge are taught. These schemes of learning are designed to support a mastery approach and have Number at their heart. A large proportion of time is spent reinforcing Number and Place Value, which are always taught in the autumn term.

Teachers use their professional judgments to personalise these schemes of learning to address the needs and requirements of individual classes whilst still ensuring that the children ‘stay together’ and work through the small steps of progressions as a whole group.

The long-term plan is regularly reviewed by the maths leader, in conjunction with class teachers. It is then amended to suit the needs of the children and any identified gaps in their mathematical knowledge. The school’s calculation policy is used to ensure a consistent and progressive approach to the teaching of the four operations over time.

Wherever possible, maths is reinforced using cross-curricular links, helping to connect mathematical concepts and support the transference of skills in other subjects e.g. Science and Computing.

Concrete, pictorial, abstract

Maths lessons are designed with a concrete, pictorial and abstract (CPA) approach, providing the children with the scaffolding required to access the learning at all levels and build competency, in particular when they are introduced to a new concept.

Consolidation

The use of regular Flashback Four, Fluent in Five and other morning maths activities ensure repetition of key skills throughout and between years to ensure that mathematical knowledge becomes embedded. Planned opportunities at the start of lessons to practise counting and basic number work and arithmetic skills are incorporated into the majority of lessons.

Children have access to a range of online Maths Tools including: TT Rock Stars. Maths Shed and Numbots to use at home and school to advance maths skills, and to provide multiplication practise, application and consolidation.

Maths events

Making maths enjoyable is important to us. We arrange termly whole school maths days and events with a variety of different foci including: National Number day, Enterprise activities, Maths in Art day, outdoor maths days.

Annually, the Year 6 children participate in Virgin Money’s ‘Make £5 Grow’ initiative.

 

Impact

At Brough Primary School, we want the vast majority of our children to leave us in Year 6 as competent, confident mathematicians who have a love for mathematics and recognise the importance of it today and in their futures lives.

Children should be able to:

  • recall key number facts with speed and accuracy and use them to calculate and work out unknown facts.
  • Use mathematical concepts, facts and procedures appropriately, flexibly and fluently.
  • Have a sufficient depth of knowledge and understanding to reason and explain.

Children will meet or exceed the progression of skills requirements in: Number and Place Value, Addition and Subtraction, Multiplication and Division, Fractions (including Decimals and Percentages) Ratio and Proportion, Measurement, Geometry (Properties of Shapes and Position and Direction), Statistics and Algebra.

Children will recognise the importance of maths in the wider world and will be able to use their mathematical skills and knowledge confidently in a range of different contexts. They will be ready for the next stage in their mathematical journey.

We measure the impact of our curriculum by: –

  • Formative assessment and feedback throughout each lesson. Teacher’s then use this assessment to inform their planning and ensure they are providing a mathematics curriculum that will allow each child to progress.
  • Monitoring of taught skills across the school including the acquisition of vocabulary, using methods independently and showing resilience when tackling problems.
  • Discussing and taking feedback from the children (pupil voice) by checking understanding of key concepts.
  • Assessing childrens’ application of knowledge and skills they already have.
  • Moderation of books to share examples of work within a particular aspect, for example; place value. (opportunity for dialogue between teachers and the subject leader).
  • Learning walks to check coverage of mathematics through working walls, use of practical resources (as applicable) and vocabulary used.
  • Images and videos of children’s practical learning in particular during whole school focus lessons and math’s days.
  • Use of White Rose end of block assessments.
  • Use of termly White Rose assessments Arithmetic and Reasoning tests.
  • Statutory Assessment tests (SATs) for Year 2 and Year 6.
  • Use of Insight progress and attainment tracker.

Further information:

‘Teachers’ skilful questioning is used well, especially in guided reading and in mathematics to deepen pupils’ learning.’

OFSTED comments

‘Pupils take part in
visits to places of interest that then contribute
very well to their learning.’

OFSTED comments

‘Pupils study a wide range of subjects and have a good range of additional activities to
broaden their experiences.’

OFSTED comments

‘The primary school physical education and sports funding is used very well.’

OFSTED comments

‘Pupils make a good contribution to their learning.’

OFSTED comments

‘Pupils engage effectively in learning and enjoy school.’

OFSTED comments

‘The school promotes spiritual, moral, social and cultural education very well.’

OFSTED comments

‘Teachers ask supplementary questions to make sure that pupils have a full understanding of the work they are doing and are making good progress. ‘

OFSTED comments

‘Teachers assess pupils’ work accurately and use their good subject knowledge to plan
interesting tasks that engage pupils well.’

OFSTED comments

‘There is full engagement by the school in a local sports partnership. Pupils say that they
enjoy sport.’

OFSTED comments

‘The local authority has a clear picture of the development of the school and has supported this school securely on its journey of improvement.’

OFSTED comments

‘The enhanced provision, The Bridge, is making a significantly positive contribution to pupils’ ability to self-manage their needs.’

OFSTED comments

‘All pupils spoken to say they are safe in school and they enjoy school.’

OFSTED comments

‘Astute use of professional development and support for staff has resulted in good teaching.’

OFSTED comments

‘The special educational needs coordinator identifies the needs of pupils very accurately and makes sure strong provision is in place to meet pupils’ needs.’

OFSTED comments

‘Pupils are pleasant,
polite and respectful. Attendance is above
average.’

OFSTED comments

‘Staff morale is high and there is a shared sense of purpose and a desire for all pupils to
achieve their full potential.’

OFSTED comments

‘School leaders
and governors are passionate about pupils’ achievement and personal development. ‘

OFSTED comments

‘The headteacher has made sure that senior leaders, and middle leaders, have had very
effective training’

OFSTED comments

‘Governors make a strong contribution to the development of the school.’

OFSTED comments

‘The extra funding for those pupils who have SEN and/or disabilities is used highly
effectively.’

OFSTED comments

‘The curriculum offers many exciting opportunities for learning.’

OFSTED comments

‘An analysis of pupils’ work by inspectors showed good gains in knowledge, skills and
understanding in reading, mathematics and a wide range of subjects.’

OFSTED comments

‘The school’s enhanced provision for those pupils who have special educational needs
(SEN) and/or disabilities is a strength of the
school,’

OFSTED comments

‘Parents and carers have a very high level of confidence in the work of the school.’

OFSTED comments

‘Parents value the school’s work highly. They believe the school is well led and indicate that the new headteacher has improved the school and that staff are supporting their children well.’

OFSTED comments

‘Pupils participate in competitive sports, such as cross-country, squash and football, as well as winning local dance competitions.’

OFSTED comments

‘The headteacher and governors have high expectations of staff and pupils.’

OFSTED comments

‘Currently, pupils, including disadvantaged pupils, develop good skills and knowledge in reading,
mathematics and a wide range of subjects. ’

OFSTED comments

‘Children settle quickly into Reception and make good progress because of good leadership and
good teaching.’

OFSTED comments