Maths

Intent

At Hathersage St Michael’s C of E (A) Primary, we acknowledge that maths is essential to every day life and plays a fundamental role in the wider world. With this is mind, we aim to ensure that all children at our school are provided with the life long skills and foundations for understanding the world that they will need to be competent and successful mathematicians. Our aim is that all our pupils:

  • Become fluent in the fundamentals of mathematics
  • Are able to reason mathematically
  • Apply their mathematical skills in order to solve problems

By using White Rose Maths as a basis for our maths planning, we aim to support our children on their journey to mastery. All of our children are appropriately supported, challenged and encouraged to reach their full potential through a range of teaching and learning opportunities. Mathematical concepts are often introduced via a ‘Concrete-Pictorial-Abstract’ approach, which enables our children to experience hands-on learning when discovering new mathematical topics, and allows them to have clear models and images to aid their understanding. Children practise arithmetic and maths skills regularly to ensure key mathematical concepts are embedded and revisited sufficiently enough for children to be able to make and use links between mathematical topics.

 

Implementation

Currently in EYFS and KS1, our children are taught daily in a mixed age class for Reception/Year 1 and a single age class for Year 2. Currently in KS2 our children are taught daily in 3 mixed age classes; Year 3/Year 4, Year 4/Year 5 and Year 5/Year 6. In the EYFS, maths is taught through a mixture of adult led and play based activities and enables children to develop a deep understanding of numbers to 10 and their spatial reasoning skills across all areas including shape, space and measures.

At Hathersage St Michael’s C of E (A) Primary, we use the national curriculum objectives and White Rose maths documents as a guide to support teachers with their planning, delivery of lessons and assessments. Teachers in our mixed year 3 and 4 class are currently using the Hamilton Trust planning documents and resources. Teachers use a range of high quality resources to supplement their lessons, including those from NRich and the NCETM websites. Please see below for the curriculum progression document produced by White Rose Maths. Teachers use their professional judgement to plan and deliver the units detailed in this document and move the blocks around to suit their class’s needs. Therefore the suggested terms for completing each unit may vary.

Children from Year 1 through to Year 6 are also encouraged to use the school’s subscription to Times Table Rockstars alongside other Times Table resources to develop rapid and accurate recall of multiplication and division facts.

A variety of teaching and learning strategies are used across our school to enable all children to access the content of their lessons as well as being sufficiently supported and challenged. These include using practical resources, visual representations, active maths sessions, partner and group work, supported and independent activities, targeted and differentiated questioning amongst others.

Teachers’ planning and lesson delivery takes into account children’s prior learning. Previously taught content is sufficiently revisited and built upon to allow our children to make progress within every lesson. During lessons teachers carry out informal, formative assessments such as questioning, self-assessment and feedback to ascertain where the children are with their learning. Teachers then use their professional judgements to support and challenge children to reach their full potential.

 

Impact

The intended impact of the Maths curriculum is that the majority of children in each year group are working at or above the expected level for their age by the end of the academic year. Teachers carry out summative assessments alongside their own assessments to inform these judgements.

In addition, it is our intended impact that our children will be:

  • Engaged and confident about their maths learning, knowledge and skills
  • Motivated to learn and able to make links between a variety of mathematical topics
  • Adequately supported and challenged to enable them to become able mathematicians
  • Demonstrate an enthusiasm for maths and use their skills to develop learning in a range of other subjects such as Science and Computing
  • Become inquisitive about maths and understand its fundamental role in everyday life

Progression