At St Mary’s we aim to develop a culture of deep understanding, confidence and competence in maths – a culture that produces strong, secure learning and real progress. We believe that all pupils can succeed in mathematics.
We deliver an ambitious, connected curriculum, which is accessible to all pupils. The curriculum is structured and coherent to develop the pupils into mathematical thinkers.
We aspire for all pupils to become fluent in the fundamentals of mathematics, to be able to reason and to solve problems. Our curriculum embraces these National Curriculum aims, and supports pupils to become:
- Visualisers who use the concrete, pictorial and abstract approach to help understand maths and make connections between different representations.
- Describers who can accurately use mathematical language and questioning to discuss the mathematics they are doing and so support them to take ideas further.
- Experimenters who, as well as being fluent mathematicians, love and want to learn more about mathematics
Our mastery approach to the curriculum is designed to develop children's knowledge and understanding of mathematical concepts from the Early Years through to the end of Y6. In school, we follow the National Curriculum and use the White Rose Schemes of Work, supported by Third Space Learning resources, as a guide to support teachers with their planning, teaching and assessment.
The curriculum is broken down into small, manageable steps that all children work on in a daily maths lesson together. Those that need a bit more support are given additional help either in the lesson, before or afterwards. Those that need more challenge are given rich tasks and deeper problems to build depth and a more profound understanding.
Reasoning and problem solving are integral to the schemes and to our approach. We expect each lesson to have an element of applying knowledge and skills. It is through such activities that children see the real purpose of maths, and gain the most enjoyment and satisfaction.
The 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 resources, pictorial representations, words and numbers to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding at all levels. Concrete resources are readily available in all year groups to assist the securing of conceptual understanding of the different skills appropriate for each year group.
Subject specific, technical vocabulary is modelled and encouraged in all year groups to support the pupils understanding and ability to communicate mathematically.
Daily maths meetings take place in all year groups to support committing mathematical facts to the long-term memory, to pre-teach new concepts as well as to revisit previously taught objectives and address misconceptions. Additional resources including Times Table Rock Stars are used to support the teaching and immediate recall of multiplication facts.
Through ongoing formative assessments and termly summative assessment, the teaching and learning sequence is planned according to individuals needs with culture of ‘keep up and not catch up’.
As a result of our Maths teaching at St Mary's you will see engaged children who are enthusiastic mathematicians and enjoy the challenge maths lessons present to them. They show a high level of pride in their work and a good understanding of the concepts taught.
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 (GD). Children who have gaps in their knowledge receive appropriate support and intervention.
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, use 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 table.
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.