Mathematics

We intend to create a vocabulary-rich environment, where talk for Maths is a key learning tool for all pupils. Pre teaching key vocabulary is a driver for pupil understanding and develops the confidence of pupils to explain mathematically.

Stem sentences are used to support children explain their mathematical ideas.

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.

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.

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 understanding of mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

All children secure long-term, deep and adaptable understanding of Maths which they can apply in a range of  contexts.

Every class from EYFS to Y6 follows the White Rose scheme of learning which is based on the National Curriculum. Lessons may be personalised to address the individual needs and requirements for a class but coverage is maintained. We also use a range of planning resources including those provided by the NCETM and NRICH to enrich our children’s Maths diet.

Please see year group (class pages) for details of each year group curriculum in greater detail.

We have morning activities in each class whereby children are set a Maths task to ensure general Maths knowledge and fluency are maintained and developed; these may take many forms, for example: arithmetic, specific times tables or several questions about a mixture of Maths topics. While the class are solving the questions, the staff are able to support children with consolidation or pre-teaching ensuring they are confident with skills required for the upcoming session.

Through our teaching we continuously monitor pupils’ progress against expected attainment for their age, making formative assessment notes where appropriate and using these to inform our teaching. Summative assessments are completed at the end of each half term; their results form discussions in termly Pupil Progress Meetings and update our summative school tracker. The main purpose of all assessment is to always ensure that we are providing excellent provision for every child.

In order to advance individual children’s Maths skills in school and at home, we utilise Times Tables Rock Stars for fluency and multiplication practise, application and consolidation. In KS2, Maths homework is set weekly, often using MyMaths.

We have a range of interventions to support the need of individual learners. Maths Keep Up sessions happen 2-3 times weekly, Maths Catch Up sessions support learners who are less secure with specific concepts. We also provide opportunities for pre-teach sessions to boost the confidence of some learners.

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, Base10 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.

We celebrate whole school Maths themed days and events including, Decembar (Bar-modelling in the month of December),  NSPCC Number Day, MyMoney Week and Maths Week England. We also plan whole school competitions such as TTRS England Rocks. These bring the whole school together to concentrate on one theme. We celebrate success and progress of our learners. 

We also take part in the tenner challenge.

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 NCETM and Kent and Medway Maths Hub work groups.

Teachers endeavour to provide opportunities for children to apply their Maths skills in practical contexts across the curriculum allowing them to make sense of their learning and give it a context and purpose.  

All children in the Foundation Stage have daily opportunities to develop their mathematical understanding, both through whole class learning, teacher directed inputs and through play. The 2 strands of Mathematics taught in the EYFS are Number and Numerical Patterns.