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Maths

INTENT 

Maths is a skill we use on a daily basis and is an essential part of everyday life. Therefore, mathematics forms an important part of our broad and balanced curriculum where we endeavour to ensure that children develop an enjoyment and enthusiasm for maths that will stay with them throughout their lives and empower them in future life.  

We believe that unlocking mathematical fluency is an essential life skill for all learners and is a pre-requisite to being able to reason and solve problems mathematically. Our aim is to develop a positive culture of deep understanding, confidence and competence in maths that produces strong, secure learning. As a school, we recognise that the key to unlocking the potential in our children is through the development of basic mathematical skills and the understanding of mathematical concepts.  

We place great emphasis on the use of concrete resources and pictorial representations at all ages, to enable children to fully understand the concepts and principals, when presented with abstract calculations and questions. With all this in mind, our maths curriculum is designed to be progressive and to support children as they move through the different phases and year groups of primary school. 

We believe that all children are able to succeed mathematically, and that one of our primary tasks as maths teachers is to find ways of presenting, scaffolding, and teaching concepts in such a way that everyone will achieve. 

 IMPLEMENTATION 

We recognise that the key to unlocking the potential in our children is through the development of basic mathematical skills and the understanding of mathematical concepts. We therefore place great emphasis on the use of concrete resources and pictorial representations at all ages, to enable children to fully understand the concepts and principals, when presented with abstract calculations and questions. With all this in mind, our maths curriculum is designed to be progressive and to support children as they move through the different phases and year groups of primary school. 

White Rose Maths 

Every class from EYFS to Y6 follows the White Rose Maths materials as our mathematic ‘spine’ to support the delivery of the National Curriculum guidance in a mastery approach. We use the long term overviews, unit overviews, small steps fluency and reasoning guidance as a basis to plan and deliver our mathematics curriculum on a weekly basis with regularly opportunities to practice key skills and prior learning throughout the year. 

Lessons may be personalised to address the individual needs and requirements for a class but coverage is maintained.   

 Within our sessions, mathematical talk is promoted by use of key vocabulary and questioning throughout. This is supported by the WRM materials. When children talk about mathematical concepts, they develop the vital mathematical language that helps them explain their ideas. 

 Maths lessons are question driven, have opportunities for discussion; include concrete, pictorial and abstract representations. Adaptive teaching ensures all pupils’ needs are met and all pupils engage in their mathematics learning. 

 Number Sense Fluency  

Through the Number Sense fluency programme is used in EYFS to Y6. 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.  

 Multiplication Table Check – Times Tables 

The early understanding of times tables is promoted through the use of White Rose Maths as well as the Number Sense Fluency programme. Once the Number Sense Fluency programme is completed, children move onto a daily times tables programme. The programme develops recall of 36 core multiplication facts. Fluency in these facts provides the foundation for all written and mental multiplication and division. Children have access to Times Table Rockstars. This is used increasingly more as children progress through school. The platform uses algorithms to ensure children are practising the times tables they need to improve on. Throughout the year, assessments are completed so that progress is tracked. Children who are not on track have further opportunities to consolidate learning.  

 Learning environment 

Each classroom will have a stimulating learning environment which encourages children to be independent by offering: 

    • Enable tables for children to access and select appropriate resources and manipulatives;
    • A working wall which reflects learning in the current unit. The working wall could include: ‘We are learning about …’, Key Vocabulary, scaffolds (e.g. 100 square, place value chart).

Assessment 

Assessment for Learning is fundamental to raising standards and enabling children to reach their potential. Assessment in Mathematics takes place daily using a range of strategies such as marking and feedback of work and verbal discussions with children. 

Assessment of learning is formally completed through assessments created by the White Rose Maths Hub for every teaching block. NTS assessments, KS1 & KS2 SATs assessments are used at the end of the term. Teachers use assessment information to inform their future planning. 

 Enrichment 

Pupils have the opportunity to learn about Maths in the Real world through a themed assembly and workshop, and maths themed days and events such as Barvember and NSPCC Number Day.  We also plan whole school competitions such as TTRS England Rocks.  

IMPACT 

At Southwold Primary School we aim to ensure that by the end of KS2 our: 

    • Children are fluent in the fundamentals of mathematics and have procedural fluency embedded with conceptual understanding.  
    • Children can articulate a depth of understanding going beyond just procedural fluency, and using key mathematical vocabulary. 
    • Children can demonstrate the flexibility and fluidity to move between different contexts and representations of maths. 
    • Children are able to recognise and use a range of representations of mathematical ideas and concepts. 
    • Children are able to reason mathematically – to think mathematically and communicate mathematical ideas 

Help for parents

Primary Maths Dictionary

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