Maths
National Curriculum Intent
The National Curriculum for Mathematics intends 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. Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.
The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. Our curriculum ensures children apply their skills. We follow the White Rose Maths timetable, using White Rose Maths and other resources to extend fluency, reasoning and problem solving. Our pupils also apply their mathematical knowledge to Science, Computing and other subjects.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly are challenged through being offered rich mastery and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material consolidate their understanding, including through additional practice, before moving on.
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When teaching mathematics at Gretton, we intend to provide a curriculum which caters for the needs of all individuals and sets them up with the necessary skills and knowledge for them to become successful in their future adventures. We aim to prepare them for a successful working life. We incorporate sustained levels of challenge through varied and high quality activities with a focus on fluency, reasoning and problem solving. Greater Depth Pupils are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings. A wide range of mathematical resources are used and pupils are taught to show their workings in a concrete, pictorial and abstract form wherever suitable. They are taught to explain their choice of methods and develop their mathematical reasoning skills. We encourage resilience, adaptability and acceptance that struggle is often a necessary step in learning. Our curriculum allows children to better make sense of the world around them relating the pattern between mathematics and everyday life. |
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High Expectations |
Modelling |
A Vocabulary Rich Environment |
Pattern Spotting |
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All children are expected to succeed and make progress from their starting points.
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Teachers teach the skills needed to succeed in mathematics, providing examples of good practice and having high expectations. |
We intend to create a vocabulary rich environment, where talk for maths is a key learning tool for all pupils.
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All children will have opportunities to identify patterns or connections in their maths; they can use this to predict and reason and to also develop their own patterns or links in maths and other subjects. |
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Teaching: Fluency |
Teaching: Reasoning |
Teaching: Problem Solving |
Greater Depth |
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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.
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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. |
We intend for all children to secure long term, deep and adaptable understanding of maths which they can apply in different contexts. |
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IMPLEMENTATION |
Our implementation is developed through secure understanding of the curriculum and subject area. Maths is a core subject in the National Curriculum. Gretton follows the White Rose Maths plans as the basis for implementing the statutory requirements of the programme of study for Mathematics. Planning is undertaken at three levels:
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EYFS |
A mix of adult led and child led activities are put together for children in EYFS. Number fluency is continually developed within early years: our Mathematical curriculum covers ‘Number and Shape, Space and Measures.’ Children participate in maths sessions daily and are given time to explore mathematical concepts, test ideas, develop their understanding and practise taught skills through play. Maths can be found in all areas of our provision and children experience it in a purposeful and meaningful context within their play and daily routines. Our outdoor area, playground, Forest School and classroom role play area are just some of the spaces in which children can explore number, shape, space and measures. Children are encouraged to use their mathematical understanding and skills to solve real-life problems and our EYFS team identify and extend opportunities to foster this. |
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KS1 |
Children are taught within their year group. This may be teacher-led, TA –led or child-led in the classroom or in the outdoor area. Lessons give children ample opportunity to explore and embed their mathematical skills, using practical resources to support a concrete - pictorial - abstract (CPA) learning pathway. Within lessons, teachers use a variety of strategies to allow learners to explore and consolidate their skills, promoting discussion and questioning. These include: using concrete manipulatives; creating pictorial representations; teacher modelling; collaborative group work; talk partners; independent work; problem solving and open-ended investigations |
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KS2 |
Where possible, children are grouped and taught within their year group. New concepts are usually shared within the context of an initial related problem, preferably in a relatable context, which children are able to discuss. This initial problem-solving activity prompts discussion and reasoning. As a result, all children are exposed to challenging questions which are modelled by the teacher. This allows children to be exposed to the process of reasoning and problem solving in a ‘safe’ environment, where staff explain their thinking and strategies used to solve problems. We encourage teachers to model making mistakes and to explore mistakes that children may make, both to ensure that children are engaged and thinking critically about the problem solving process, and also to show that making mistakes are part of the learning journey thus encouraging resilient learners.
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Teaching Resources |
Assessment |
Concrete Pictorial Abstract |
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We also use a suite of other resources including those provided by the NCETM, Youcubed and NRICH to enrich our children’s maths diet. |
Through our teaching we continuously monitor pupils’ progress against expected attainment for their age and use daily formative assessments to inform our teaching. The teaching of maths is also monitored through book scrutinies, learning walks, pupil voice and lesson observations. Children in Years 1-6 complete summative assessments three times a year. This allows for children to demonstrate their understanding and allows teachers opportunities for gap analysis. The children also complete end of block White Rose Assessments which helps teachers to assess the children’s understanding of the block of work. The results form discussions in termly Pupil Progress Meetings and are used to update our summative school tracker, Insight. The main purpose of all assessment is to always ensure that we are providing excellent provision for every child. |
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, Cuisenaire 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. |
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Online Maths Tools |
Enrichment |
Continuing Professional Development (CPD) |
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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 UKS2, maths homework is set weekly using MyMaths. In LKS2, maths homework is often set using MyMaths.
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Maths is taught across the curriculum ensuring that skills taught in these lessons are applied in other subjects, including in Forest School. We take part in the National Maths Challenge every year. Some children represent the school at the St Edward’s Maths Challenges. UKS2 undertake STEM workshops whenever the opportunity arises – at least yearly. |
We continuously strive to better ourselves and frequently share ideas and things that have been particularly effective. We take part in training opportunities and regional networking events, such as the Subject Leaders Network Meetings.
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Impact |
The impact of our curriculum design and delivery means our children have a foundation for understanding number, reasoning, thinking logically and problem solving with resilience. It is designed to prepare children for their future in and outside of education so they can become successful in whatever they pursue by leaving our school at least at the expected standard for their age. Our rich and broad mathematics curriculum aims to make the children enthusiastic about learning mathematics and gain an understanding of its importance in everyday life. |
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Underpinned by |
Pupil Voice |
Evidence in Knowledge |
Evidence in Skills |
Outcomes |
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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 tables.
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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 (GDS). Children who have gaps in their knowledge receive appropriate support and intervention, for example in our specialist Numicon intervention group.
Greater Depth
We aim for all children secure long-term, deep and adaptable understanding of maths which they can apply in different contexts. |
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