The teaching of Maths has a high priority throughout Albrighton Primary School. We believe that Maths is a journey and long-term goal as children acquire new skills and knowledge through exploration, clarification, practice and application over time. We acknowledge that particularly early on, children need to be taught number facts and develop fluency in recalling these facts. Our pupils relish the opportunity to apply this knowledge in rich problem solving contexts. At each stage of learning, pupils will be able to demonstrate a deep, conceptual understanding of the topic and be able to build on this over time. We are dedicated to developing an environment where pupils are able to transfer and apply their maths skills across the wider curriculum, often within real life contexts.
We intend to do this by;
• Ensuring our children have access to a high quality maths curriculum that is both challenging and engaging.
• Providing our children with a variety of mathematical opportunities, which will enable them to make the connections in learning needed to develop a greater depth in learning.
• Ensuring children are confident mathematicians who are not afraid to take risks.
• Fully develop independent learners with inquisitive minds who have secure mathematical foundations and seek to do their best.
Intent
The teaching of Maths has a high priority throughout Albrighton Primary School. We believe that Maths is a journey and long-term goal as children acquire new skills and knowledge through exploration, clarification, practice and application over time. We acknowledge that particularly early on, children need to be taught number facts and develop fluency in recalling these facts. Our pupils relish the opportunity to apply this knowledge in rich problem-solving contexts. At each stage of learning, pupils will be able to demonstrate a deep, conceptual understanding of the topic and be able to build on this over time. We are dedicated to developing an environment where pupils are able to transfer and apply their maths skills across the wider curriculum, often within real life contexts.
We intend to do this by;
- Ensuring our children have access to a high-quality maths curriculum that is both challenging and engaging.
- Providing our children with a variety of mathematical opportunities, which will enable them to make the connections in learning needed to develop a greater depth in learning.
- Ensuring children are confident mathematicians who are not afraid to take risks.
- Fully develop independent learners with inquisitive minds who have secure mathematical foundations and seek to do their best.
Implementation
Our mastery approach to the curriculum is designed to develop a rich and deep subject knowledge and understanding of mathematical concepts from the Early Years through to the end of Y6.
- In school, we follow the national curriculum and use White Rose Schemes of Work as a scheme of learning to support teachers with their planning and assessment.
- The calculation policy is used within school to ensure a consistent approach to teaching the four operations over time.
- At the start of each new topic, key vocabulary is introduced and revisited regularly to develop language acquisition, embedding as the topic progresses.
- Children are taught through clear modelling.
- Children who have shown their understanding at a deep level within the unit, will have opportunities to apply these skills in a CHALLENGE activity.
- Reasoning and problem solving are integral to the activities children are given to develop their mathematical thinking.
- Children consistently reflect upon and evaluate their learning.
- As fluency in recalling facts is important to us, dedicated time is given each week to the teaching of times tables.
- Resources underpin learning of the different skills appropriate for each year group.
- Children with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support as necessary. For those children who are working outside of the year group curriculum, when appropriate, individual learning activities are provided to ensure their progress.
Planning and Delivery
In order to provide a coherent curriculum, every year group follows the progression document that outlines the key areas of mathematics which will be taught throughout the year. This ensures that adequate amount of time and coverage is allocated to each key area. White Rose schemes of learning support teachers to plan a sequence of progressive weekly lessons over time, giving the children time to master new concepts. Within this document, key objectives, knowledge and vocabulary are outlined with fluency, problem solving and reasoning opportunities evident. Progression documents and the Calculation policy, used to support the White Rose scheme, ensure that staff are delivering a consistent, progressive and challenging curriculum.
Teachers short term planning is developed using the White Rose long-term overview and termly progression document ta ensure all areas are taught. This planning includes assessment for learning opportunities, the learning objective for each lesson, linked success criteria and tasks to meet the objective. With the support of White Rose materials & regular CPD, teachers have expert knowledge on how to teach key concepts. Models & images are used effectively to help pupils visualise the mathematics being taught.
Within the lesson, teachers check pupils understanding effectively and address any misconceptions swiftly. The curriculum is designed and delivered in a way that allows pupils to know more and remember more. Children are given opportunities to practise and apply new knowledge and skills fluently before moving onto reasoning mathematically and solving problems. Children who are more likely to struggle or who are at risk of falling behind are given more time to complete tasks so that they can commit core facts and methods to long-term memory. All children are given regular opportunities to develop mathematical thinking.
The EYFS curriculum includes rich opportunities for children to develop a ground understanding in number and their spatial reasoning skills across all areas of mathematics. Throughout the whole of the Foundation Stage, the pupils have opportunities to build and apply their mathematical understanding both inside and outside.
Impact
Our children enjoy maths and show a high level of pride in their work. They achieve their full potential in maths. and are ready to move on to the next stage of learning, with the necessary age-related knowledge and skills. Children demonstrate a quick recall of facts and procedures, including the recollection of the times table facts. They can show their understanding in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations. Pupils are resilient learners who have acquired a thirst for knowledge and the confidence to take risks.
Please find our Maths policy below:
Maths Policy
Our calculation cycle shows the range of mental and written strategies that are taught in order to build childrens’ skills and knowledge. This informs the teachers of the agreed sequence and progression of methods for calculation from EYFS to Year 6.
Calculation Progression
Children revisit regularly and embed all mathematical concepts by following our Mathematical curriculum. See example for Year 2 below:
Year 2 – Maths Curriculum
Teachers use progression documents across the school to ensure coverage of the Maths curriculum and opportunities for revisiting previous learning. See an example for Year 4 below:
Year 4 – Progression Document