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Mathematics

Curriculum Intent for Mathematics

At Brightlingsea Primary School and Nursery, we aim for our pupils to be competent and successful mathematicians. We are committed to developing a curriculum that allows children to be part of creative and engaging lessons that will foster children’s curiosity about the subject and give them a range of opportunities to explore mathematics at a mastery level.

We want each child to believe in themselves as mathematicians and develop resilience and perseverance when faced with mathematical challenges.

In addition to this, we are committed to ensuring that children can recognise the importance of Maths, not only within other subject areas but also within the wider world and throughout their daily lives.

We aim to provide a curriculum which

  • Is accessible to all
  • Will maximise the potential of every child
  • Will enhance academic achievement

We have adopted a mastery approach in order to deliver the three aims of the National Curriculum – fluency, reasoning and problem solving. Our pupils will develop their understanding from concrete, to pictorial, to abstract. This will ensure a deeper understanding of the number system and will allow them to manage the processes involved in problem solving as well as the ability to find the right answers.

 

The Teaching of Fluency

The teaching of Reasoning

The Teaching of Problem Solving

MASTERY

We intend for all pupils to 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.

We intend for all pupils to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.

We intend for all pupils to solve problems by applying their mathematics to a variety of routine and non routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

All children secure long term, deep and adaptable understanding of maths which they can apply in different contexts.

 

 

We want all our pupils to love Mathematics and to experience success within the subject. This success will give them the confidence to use and apply their skills and knowledge purposefully and confidently in real life situations both now and throughout their lives.

We will encourage and develop our children’s PSHE skills by offering regular opportunities for group work, collaboration and peer assessment. We will embrace the power of the Growth Mindset and allow pupils to learn from their mistakes and develop a positive attitude towards challenge.

 

Curriculum Implementation

 

White Rose Scheme of Work

Consolidation and Pre-teach

Assessment

Every class from EYFS to Y6 follows the White Rose scheme of learning which is based on the National Curriculum. Lessons may be personalised to address the individual needs and requirements for a class but coverage is maintained. In order to further develop the children’s fluency, reasoning and problem-solving, we use Mastery ‘Challenges’ which correlate to the White Rose lessons and further develop children’s understanding of a concept and the links between maths topics. We also use a range of additional planning resources including those provided by the NCETM and NRICH to enrich our children’s maths diet. These mastery challenges and open ended investigations will meet the challenge needs of Gifted and Talented pupils.

We have a maths meeting three times a week to consolidate learning outside of the core maths lesson and provide a fun way for pupils to practise applying their knowledge and skills on a regular basis, helping to continually build on their mastery of key concepts.
Maths Meetings will provide crucial additional support as they will help to:

  • support areas of the curriculum where pupils may have forgotten key maths concepts
  • consolidate learning and help highlight areas where pupils may have any misconceptions
  • provide extra time in the day for maths and an opportunity to revisit and practise key skills to ensure general maths knowledge and fluency are maintained and developed; these may take many forms, for example: arithmetic, specific times tables or several questions about a mixture of maths topics.

Staff are able to support children with consolidation or pre-teaching ensuring they are confident with skills required for the upcoming session.

 

Through our teaching we continuously monitor pupils’ progress against expected attainment for their age, making formative assessment notes where appropriate and using these to inform our teaching. Teachers will assess progress against each national curriculum statement and record these on Target Tracker for each individual child. Summative assessments are completed at the end of each term; their results form discussions in termly Pupil Progress Meetings and update our summative school tracker.

Pupils who are not on track for ARE will have extra support in the form of interventions informed by Gap Analysis on Target Tracker. The interventions will target key groups each term. The main purpose of all assessment is to always ensure that we are providing excellent provision for every child. Children who are working below their year group outcomes will have their learning adapted and planned from the age band most appropriate to their next steps needs. Teachers will liaise with other colleagues across the different year groups to support key children with planning, resourcing and assessment.  Planning for SEND children will be informed by their one-planning or EHCPs. Progress will be monitored by SLT and SEND team.

Teachers’ planning will highlight how pupil premium, SEND and gifted and talented children will be supported.

Home Learning

Concrete Pictorial Abstract

Continuing Professional Development (CPD)

In order to advance individual children’s maths skills in school and at home, we utilise Times Tables Rock Stars for multiplication practise, application and consolidation. In KS2, maths homework is set weekly and in KS1 it is set every other week.

We implement our approach through high quality teaching delivering appropriately challenging work for all individuals. To support us, we have a range of mathematical resources in classrooms including Numicon, Base10 and counters (concrete equipment). When children have grasped a concept using concrete equipment, images and diagrams are used (pictorial) prior to moving to abstract questions. Abstract maths relies on the children understanding a concept thoroughly and being able to use their knowledge and understanding to answer and solve maths without equipment or images.

We continuously strive to better ourselves and frequently share ideas and things that have been particularly effective. We work with the local Maths Cluster to share ideas, policy and practice.

Maths leadership in school is formed by a hub to support the teaching and learning practices across the school.

 

Curriculum Impact

 

PUPIL VOICE

Evidence in Knowledge

Evidence in skills

Outcomes

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.

Pupils know how and why maths is used in the outside world and in the workplace. They know about different ways that maths can be used to support their future potential. 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 table.

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.

At the end of each year we expect the 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.

 

Mastery

All children secure long-term, deep and adaptable understanding of maths which they can apply in different contexts.