At St. John’s, Mathematics aims to development pupil’s fluency, reasoning and solving problems skills. Pupils develop their fluency skills 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. Our intention is for pupils to be able to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. Pupils will be able to solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. We apply mathematical knowledge to Science and other subjects.
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. Teaching and Learning, Content and Sequence
In school, we follow the national curriculum and use the ‘White Rose Maths’ scheme of work as a guide to support teachers with their planning and assessment. Alongside the ‘White Rose Maths’ scheme, we use ‘Big Math’s- CLIC’S, SAFE’S and Beat That! Challenges’ as starters or morning work, which supports retrieval practice and develops the long-term memory. Children also have a weekly Arithmetic lesson.
The Calculation Policy is used within school to ensure a consistent approach to teaching the four operations over time. At the start of each new topic, key vocabulary is introduced and revisited regularly to develop language acquisition, embedding as the topic progresses. Children are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts. The mastery approach incorporates using objects, pictures, words and numbers to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding at all levels. Activities are differentiated three ways (developing, expected and greater depth). All activities will have challenge questions that allow children the opportunities to apply their skills using more than just one skill to be able to answer the mathematical problems. Children move through the different stages of their learning at their own pace. Reasoning and problem solving are integral to the activity’s children are given to develop their mathematical thinking. Resources are readily available to assist demonstration of securing a conceptual understanding of the different skills appropriate for each year group. Resources have been audited and shared out between classes. All staff have received training on using the ‘White Rose Maths Scheme’ and ‘Big Maths’ starters.Every class has a Maths display displaying key vocabulary, key questions and modelling methods of calculation and problem solving. Children are encouraged to explore, apply and evaluate their mathematical approach during investigations to develop a deeper understanding when solving different problems / puzzles. A love of maths is encouraged throughout school via links with others subjects, applying an ever-growing range of skills with growing independence.
Children with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support as necessary. For those children who are working outside of the year group curriculum, individual learning activities are provided to ensure their progress. Leadership, Assessment and Feedback
Formative assessment within every lesson helps teachers to identify the children who need more support to achieve the intended outcome and who are ready for greater stretch and challenge through planned questioning or additional activities. Summative assessments are completed at the end of every Maths block and ever term. Parents receive reports about their children’s progress at parents evening and on their end of year report. The Maths leader has a clear role and overall responsibility for the progress of all children in maths throughout school. Working with SLT, key data is analysed and regular feedback is provided, to inform on progress and future actions. Learning walks and book scrutiny’s take place every term by the Maths Leader and SLT.
Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times table and number bonds. Children show confidence in believing that they will achieve. Each child achieves objectives (expected standard) for year group. The flexibility and fluidity to move between different contexts and representations of maths. The chance to develop the ability to recognise relationships and make connections in maths lessons. Mathematical concepts or skills are 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 show a high level of pride in the presentation and understanding of their work.