Subject Leaders - Mrs Bown & Mrs Williams

Intent

The 2014 National Curriculum for maths aims to ensure that all children:

• Become fluent in the fundamentals of Mathematics
• Are able to reason mathematically
• Can solve problems by applying their Mathematics

At St Paul’s, these skills are embedded within maths lessons and developed consistently over time.

At St Paul’s we also aim to ensure that all children:

• Enjoy maths
• Experience success
• Become confident in their ability to use and apply their mathematical skills and knowledge in a range of contexts.
• Recognise the importance and relevance of maths in the wider world
• Develop mathematical resilience

Implementation

The content and principles of the Early Years Foundation Framework, 2014 National Curriculum and the Teaching for Mastery approach convey how mathematics is implemented at St Paul’s.

Early Years Foundation Stage:

• Pupils are prepared for the National Curriculum by developing a solid conceptual understanding of number, shape, space and measure.
• The Early Years Foundation Framework is used to guide mathematical learning in the Nursery and Reception classes.

Years 1 to 6:

• Mathematics is taught coherently and sequentially using the White Rose Maths schemes of learning.
• Units of learning are broken down into a series of small, connected steps with each building on the children’s prior learning.

Teaching and Learning throughout the school:

• Learning is introduced using a concrete, pictorial and abstract approach so that pupils develop a conceptual understanding of mathematics through a variety of manipulatives and representations.
• The school’s calculation policy is used to ensure there is coherent approach to teaching the operations across St Paul’s.
• Teachers plan and deliver lessons to address the needs of all pupils with the use of scaffolding, skilful questioning, personalised intervention and carefully designed enriching activities.
• We recognise that children need to be confident and fluent across each yearly objective.
• 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 discussions in half termly Pupil Progress Meetings and update our summative school tracker (Classroom Monitor).
• The main purpose of all assessment is to always ensure that we are providing excellent provision for every child.

Professional Development

• We continuously strive to better ourselves and frequently share ideas and good practice that has been particularly effective.
• We take part in training opportunities, cluster networking events and Local Authority monitoring and moderation.
• Information is shared to all staff through staff meetings.

Impact

At St Paul’s, the maths curriculum design ensures that the needs of individual and small groups of children can be met. High quality first wave teaching is supported by targeted, proven interventions where appropriate. In this way it can be seen to impact in a very positive way on children’s outcomes at the end of each key stage.

Enjoyment of the maths curriculum promotes achievement, confidence and good behaviour enabling the children to become resilient and accept when things don’t go right. They will have the skills to correct mistakes.

The children will become fluent in all basic skills, including times tables and apply and reason these skills to a range of contexts. Children will leave St Paul’s ready for the next phase of learning and will have the skills to apply their learning to a wide range of problems in real life and will have the maths skills to solve problems beyond their classroom environment.