Lowerhouses CE Primary School

Intent

Mathematics is vital for the life opportunities of our children. Our aim is for all children to think mathematically, enabling them to reason and solve problems in a range of contexts. Through the teaching of the Early Years curriculum and the KS1 & KS2 National Curriculum for mathematics, we aim to ensure that all our pupils develop their skills to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.  We work to ensure that all children 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 ensure the pupils experience solving 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. 

Implementation

In Maths, we follow a mastery approach where all pupils are taught to their year group expectation with challenge for the more able and support for those who need it.  Our curriculum for mathematics, based on the White Rose Scheme and supported with a variety of other materials such as Fluent in 5 and Rapid Reasoning, ensures that all pupils become fluent in the fundamentals of mathematics.  In daily maths lessons, the objectives are broken down into a series of carefully planned small steps using a concrete, pictorial and abstract approach designed to gradually develop children’s understanding and show progression.  The pupils experience 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. Frequent use of ‘TT Rockstars’ within school and home supports pupils’ knowledge and retention of multiplication and division.

We also seize opportunities for children to use their mathematical skills across the wider curriculum. This can occur in a variety of ways and in a number of subjects, but we ensure there are chances for children to show they have fully understood a concept by using it in a different context.

Impact

Formative assessment involving questioning, in the moment marking, observation, challenge and questioning is used in lessons. At the end of each lesson or series of lessons, teachers will record the outcomes.  These assessments will be examined in line with Developmental Matters Statements for Early Years, working towards the Early Learning Goals and beyond, and the end of term national test style (NTS) tests.  Using this information, any identified misconceptions and gaps in teaching and learning are addressed to ensure that the curriculum effectively meets the needs of all pupils.