Curriculum Implementation

We implement our curriculum intent in the following ways:

• Our planning and teaching is informed by White Rose Hub from EYFS to year 6. Alongside White Rose, EYFS and KS1 also implement the Mastering Number Scheme.
• A calculation policy is used within school to ensure a consistent approach to teaching the four operations so over time pupils make rich connections.
• To promote the accurate use of mathematical vocabulary we introduce key words at the beginning of each topic and ensure these are regularly revisited and displayed. We ensure language acquisition develops meaningfully over time through making connections and representations.
• Children are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts. The mastery approach incorporates using concrete manipulatives, pictures, words and numbers to help children explore and demonstrate mathematical ideas; enrich their learning experience and deepen understanding at all levels.

Every Maths lesson provides opportunities for pupils to communicate and develop mathematical language through:

• Modelling clear sentence structures and expecting pupils to respond using a full sentence;
• Talk partners, allowing pupils to discuss their thinking and reasoning of the concepts being presented;
• We promote reasoning by asking ‘why’ so children have to explain their mathematical thinking.

Our intent to include problem solving opportunities in all we do is implemented by providing opportunities for pupils to:

• Explore, recognise patterns, hypothesise and be empowered.
• Let problem solving take them on new and unfamiliar journeys.
• Explore problems that have different possible solutions and get them to compare their approaches.

We develop our intent of pupils believing and achieving by:

• Children work on the objective at whatever entrance stage they are assessed as being at. Children can ACQUIRE the skill, APPLY the skill or DEEPEN the skill within the lesson.
• Through this approach the majority of pupils access age-related objectives at their own stage of learning.
• 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, individual learning activities are provided to ensure their progress.
• Children who have shown their understanding at a deep level within the unit, will have opportunities to apply these skills in a greater depth activity. This should be challenging and ensure that children are using more than just one skill to be able to answer the mathematical problems.
• Resources are readily available to assist demonstration of securing a conceptual understanding of the different skills appropriate for each year group.
• A love of maths is encouraged throughout school via links with others subjects, LifeSavers and applying an ever growing range of skills with growing independence.
• In addition to daily mathematics lessons, all classes deliver a Maths Meeting at least 3 times a week. These are an opportunity to consolidate prior learning ahead of a new concept, expose pupils to new mathematics ahead of formal teaching and allow opportunities for teachers to formatively assess knowledge and understanding. This also promotes retrieval practice and develops long-term memory.
• Times tables are taught explicitly, using a range of methods and representations following a clear progression map.

Leadership, Assessment and Feedback

Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child

• Assessment informs the teaching and learning sequence, and children work on the objectives they are assessed as being at, with fluid boosting available within a ‘keep up not catch up’ culture.
• 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 may be assessed using current and reliable tests in line with the national curriculum for maths and White Rose assessments. Gap analysis of any tests that the children complete is undertaken and fed into future planning.
• Summative assessments are completed at the end of the academic year and reported to parents 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, to inform on progress and future actions.

We develop children’s mathematical thinking by good questioning. We provide children opportunities to:

• Explore, wonder, question and conjecture.
• Compare, classify, sort,
• Experiment, play with possibilities, vary an aspect and see what happens,
• Make theories and predictions and act purposefully to see what happens, generalise.