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Maths Intent Statement

Intent

The National Curriculum (2014) 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 non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

We aim to ensure that our children have access to a high quality mathematics curriculum that is both challenging and enjoyable. We want to develop our children into confident mathematicians who are not afraid to take risks. Children need opportunities to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. It is vital for the children to be able to see how mathematics is relevant to their world, and applicable to everyday life.  We also aim to instil an understanding of how mathematics is something that the children will need as they move through their school life and into the world of employment.

Implementation

Lessons are planned and sequenced so that new knowledge and skills build on what has been taught before. Teachers ensure that that all objectives are taught by referring to our Progression Sheets and access materials from Abacus and the White Rose Hub to aid in the delivery of lessons.  We are developing techniques that ensure after a topic has been taught it is continuously revisited as the year progresses, allowing the knowledge to become embedded, developed and giving the children the chance to deepen their understanding. There are opportunities for the children to demonstrate mastery at all points in the year.  All year groups start with number work, as this underpins all mathematical understanding, before moving on to calculation techniques. Staff refer to the Calculation Policy when teaching formal methods, ensuring consistency and progression across school.  Reasoning is also taught alongside calculation methods at all times.

We aim to ensure that our children have time to make and model their understanding in mathematics so that they develop strong visualisation skills. The children have access to a number of concrete stimuli in the classroom that can be used to aid this. This is particularly prevalent in our Foundation Stage, KS1 and Lower KS2, however Upper KS2 children still have access to concrete and pictorial resources when necessary.  Durham Lane Investigations (known as DLIs) are regularly planned by teachers to provide children with the opportunity to work collaboratively, verbalise mathematical thinking, develop resilience and make deeper connections between different areas of maths. 

Practising the rapid recall of numbers facts is vital throughout school.  This happens regularly in our Foundation Stage and Key Stage 1 in the form of singing, chanting and games.  As well as these techniques, in Key Stage 2, a weekly number based ‘Rapid Recall’ is planned to give children the opportunity to practise and improve their recall of number facts.  Also, in Key Stage 2, all children have access to their own personal account of ‘Times Tables Rockstar’ where they can compete against other pupils and classes in school. 

Impact

In order for this to happen, everyone in our school takes responsibility for the standards achieved by the children.  The Mathematics Leader and the Senior Leadership Team take responsibility for the monitoring of the mathematics curriculum. The Mathematics Leader monitors for appropriate pitch and progression at least once every half term.  This monitoring takes the form of lesson observations and feedback; learning walks and pupil voice conversations; book scrutinies and moderation with our Partnership Schools.  Assessments are carried out termly and all teachers contribute to a termly Pupil Progress Meeting where the data is analysed and targets are made by highlighting ‘stuck’ pupils and focusing on next steps.

These factors ensure that we are able to maintain high standards and that our children become confident, resilient mathematicians who enjoy the subject and value its importance in everyday life. 

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