St Peter's RC Primary School

Intent

The intent of our mathematics curriculum at St. Peter’s is to provide children with a foundation for understanding number, reasoning, thinking logically and problem solving with resilience so that they are fully prepared for the future. It is essential that these keystones of Mathematics are embedded throughout all strands of the National Curriculum. By adopting a Mastery approach, it is also intended that all children, regardless of their starting point, will maximise their academic achievement and leave St. Peter’s with an appreciation and enthusiasm for Maths, resulting in a lifelong positive relationship with number.

• We ensure that we deliver a high-quality maths curriculum that is both challenging and enjoyable.
• We want children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
• We intend for our pupils to be able to apply their mathematical knowledge to all other subjects.
• We want them to know that maths is essential to everyday life and that our children are confident mathematicians who are not afraid to take risks.
• Fully develop independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement.

Implementation

Teaching and Learning

The Mathematics teaching at St. Peter’s is designed to enable each pupil to develop within their capabilities; not only the maths skills and understanding required for later life, but also an enthusiasm and fascination about Maths itself.  We aim to increase pupil confidence, fluency and ability to problem solve in Maths so they are able to express themselves and their ideas using the language of Maths with assurance.  We are continually aiming to raise the standards of achievement of the pupils with St. Peter’s School.

Planning

Our long-term planning follows the National Curriculum 2014. All teachers follow daily lessons from Reception through to Year 6 using Schemes of learning published by White Rose Maths to plan effectively, producing lessons incorporating fluency, reasoning, problem solving and retrieval practise. The White Rose schemes are complimented with additional resources which reinforce fluency, reasoning and problem solving.

Lessons are planned and sequenced so that new knowledge and skills build on what has been taught before.

Maths lessons are designed with a concrete, pictorial and abstract (CPA) approach, providing our pupils with the scaffolding required to access the learning at all levels. We place a large emphasis on pupil engagement and design lessons which involve all pupils using questioning and modelling at the centre of every lesson.

To implement our intent, we ensure that our children are invested in their learning and are making a positive contribution to their lessons.

All children also have access to their own personal account of ‘Times Tables Rockstars’ where they can compete against other pupils and classes in school to continue fluency practise of multiplication and division recall. They also have access to their own personal account of ‘Numbots’ where they can practise and improve their skills in counting, subitising, addition and subtraction.

Teaching

At St. Peter’s we employ a variety of teaching styles and opportunities for children to learn and develop their Mathematical skills and competencies, both individually and collaboratively. The main aim of all lessons is to develop children’s knowledge, understanding and skills, applying these to a variety of contexts. One of the key elements in lessons throughout the school should be on developing the children’s mental calculation strategies

alongside developing the children’s written calculation strategies as laid out in the Written Calculation Policies for addition, subtraction, multiplication and division.

Progression Maps for Key Stages 1 an d 2 | NCETM The progression maps are structured using the topic headings as they appear in the National Curriculum:

Number and Place Value

Addition and Subtraction

Multiplication and Division

Fractions (including decimals and percentages)

Ratio and Proportion

Measurement

Geometry - properties of shapes

Geometry - position and direction

Statistics

Algebra - Our pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.

Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.

Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.

Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.

Leadership, Assessment and Feedback

• Assessment informs the teaching and learning sequence, and children work on the objectives

          they are assessed as being at.

• Children who not making the required progress are given extra support through intervention

          sessions and support in class in order to meet our INTENT of developing pupils academically.

• Feedback is given on children’s learning in line with our feedback policy.
• Formative assessment within every lesson helps teachers to identify the children who need more support to achieve the intended outcome and who are ready for greater stretch and challenge through planned questioning or additional activities.
• In order to support teacher judgments, children are assessed using current and reliable tests

          in line with the national curriculum for maths (White Rose Maths end of unit assessment).

• Analysis of any tests that the children complete is undertaken and fed into future planning.
• Summative assessments are completed at the end of every term (PUMA) and help influence the overall judgement reported to parents during the year and in the end of year report.
• The maths leader has a clear role and overall responsibility for the progress of all children in maths throughout school. Working with SLT, key data is analysed and regular feedback is provided and discussed at pupil progress meetings to inform on progress and future actions.

In order for this to happen, the Mathematics lead, the Headteacher and the Senior Leadership Team take responsibility for the monitoring of the Mathematics curriculum and the standards achieved by the children.

The Mathematics leader will monitor for appropriate pitch and progression at least once every half term. This monitoring takes the form of:

1. Lesson observations/drop-ins and feedback;
2. Learning walks and pupil voice conversations;
3. Planning scrutiny followed by support where necessary;
4. Book scrutinies each half term;
5. Half termly/ termly data analysis;
6. Moderation within and between year groups to ensure each year group and teacher has the same high standards;
7. Communication with the Governing body through termly reports.

Data is collected termly and reported to SLT. All teachers contribute to a termly Pupil

Progress Meeting where the data is analysed and targets are made by highlighting pupils who are not making progress/slow progress or not enough progress and focus on next steps, support or intervention.

Impact

The impact of the Mathematics emphasis and teaching at St. Peter’s:

A mathematical concept or skill has been 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 quick recall of facts and procedures. This includes the recollection of the times tables.

• The flexibility and fluidity to move between different contexts and representations of mathematics.

• The ability to recognise relationships and make connections in mathematics.
• Children show confidence in believing that they will achieve.
• Children show a high level of pride in the presentation and understanding of the work.

At St. Peter’s we expect that by the end of Y6 our children:

become fluent in the fundamentals of mathematics

reason mathematically by following a line of enquiry, conjecturing relationships and generalisations.

solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication.