Maths at All Saints
The Nature of Mathematics:
“Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.” - The National Curriculum for Mathematics 2014
MATHEMATICAL INTENT
At All Saints Primary we believe that Mathematics is a tool for everyday life. It is a whole network of concepts and relationships which provide a way of viewing and making sense of the world. It is used to analyse and communicate information and ideas and to tackle a range of practical tasks and real -life problems. Our pupils experience maths in a range of contexts and within other subjects by providing a rich and broad curriculum. Mathematics provides the materials and means for creating new imaginative worlds to explore. We want our pupils to be confident mathematicians who are not afraid to take risks, be fully prepared for their next stage in education and ultimately, function effectively in the wider world.
This journey begins in the EYFS where the children explore mathematical patterns and begin to understand the importance of number and learn foundational key skills and knowledge. They are encouraged to investigate, question and taught how to problem solve when exploring different concepts. This is built upon throughout KS1 and KS2 through the National curriculum by following the White Rose maths smalls steps which encourage the pupils to be fluent in key skills and knowledge to enable them to problem solve and reason about maths with confidence.
Implementation
Using the Programmes of Study from the National Curriculum for Mathematics we aim to develop:
- An enjoyment and curiosity of mathematics and for children to feel confident to become successful;
- Children’s abilities to use and apply mathematics to solve problems in both the classroom and in ‘real life’ contexts;
- A confidence to communicate ideas in written form and orally;
- Independent and collaborative ways of working, encouraging children to share ideas and solve problems together;
- A wide range of mathematical vocabulary to be modelled and used in the classroom environment;
- The children’s ability to recall mental facts accurately and quickly and using effective written calculation methods;
- Children’s logical thinking, reasoning and ability to problem solve as transferable life skills.
Teaching ‘Quality first teaching’ linked to teaching standards:
All teachers:
- ‘Know where their children are’ through the use of concise summative assessment, prior learning, assessment, maths talk
- ‘Understand where their children need to be’ through a secure understanding of year group expectations and/or pre key stage expectations and incisive, ongoing, formative assessment
- ‘Know how they are going to get them there’ through the use of a range of strategies to promote independence, mastery and high expectations of ALL. Work is differentiated and appropriate support and interventions are deployed at the earliest stage.
- Effectively deploy adults, specifically during introductions, plenaries & catch-up sessions
- Plan for progression during and between lessons.
Learning ‘Quality first learning’
We work as a team to ensure all of our children:
- are school ready
- feel safe & secure
- are supported by effective classroom routines
- are emerged in an engaging environment
- have a clear understanding of the high expectations set for them
- have high expectations of themselves
- are confident in their mathematical learning
- feel ready and excited to be challenged
- are independent learners
- are effective critical friends
Teaching and Learning
There is a daily mathematics lesson of between 45 and 60 minutes or KS1 and KS2 and a daily focussed 15-minute session for EYFS.
During these lessons children engage in:
- The development of mental strategies
- Written methods
- Practical work
- Investigational work
- Problem-solving – including regularly choosing challenges linked to the topic. These are differentiated through providing the children with bronze, silver or gold levels, which they then decide themselves which level they want to complete.
- Mathematical discussion using precise mathematical language.
- Consolidation of basic skills and routines
As a school we follow the White Rose scheme from Reception through the Year 6. It follows a mastery approach to teaching mathematics across the school, allowing the children to become fluent in the fundamentals of mathematics, to be able to reason and problem solve. It uses an approach which allows the pupils to progress through using concrete resources, to being able to understand and produce pictorial representations and the use abstract thinking. This is further outlined in our calculation policy. This helps the children to understand mathematics and make connections. There is a great emphasis on mathematical language and questioning so pupils can discuss the mathematics they are doing and so support them to take ideas further
In addition to the daily maths lessons, teachers will provide daily opportunities to practice key mental strategies to develop the confident, instant and fluent recall off key facts. In EYFS this is covered through verbal questioning through the day and at the beginning of each lesson. KS1 and LKS2 follow a White Rose Maths scheme called Fluency Bee which is a programme designed to cover key skills and knowledge that the children need to be able to recall instantly, therefore, allowing more time to be spent on working out how to solve the problem. KS2 classes adapt a different approach to promote independent learning and will have a choice of completing either bronze, silver or gold level of mental maths activities.
Teachers of the EYFS ensure the children learn through a mixture of adult led activities and child initiated activities both inside and outside of the classroom. Areas of provision within the classroom support maths, ensuring children are able to access throughout the day to practise and develop skills being taught. This is done through a teaching and learning strategy called ‘In the moment planning’. This is a cycle of observation, assessment and planning. Observations will be carried out on a moment by moment basis, with a few focus children each week who receive extra attention. However, all children will be busy and learning all the time through the areas of provision provided.
Impact
We our nurturing and supporting our children to become mathematically literate and we aim to develop confident learners who can apply knowledge and skills to a wide variety of concepts within lessons and real-life contexts. Children develop the flexibility and fluidity to move between different contexts and representations of mathematics and the ability to recognise relationships and make connections. A mathematical concept or skill has been 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 also learn the importance of maths in further education, in employment and living in the real world to enable them to have the necessary knowledge and skills to function effectively in real life.
Through the implementation of our maths curriculum design, we want all children to make good progress from their starting points and have the confidence to complete tests and achieve well in them. Disadvantaged and SEND pupils make accelerated progress through the effective and timely implementation of early targeted support and interventions.
Maths Policy
