Curriculum Intent 

Confident mathematicians who can:  

Communicate mathematically, Calculate efficiently, Choose the best methods 

Mathematics is a creative and highly inter-connected discipline that has provided the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy. Crucially, a sound knowledge of mathematics is vital for young people seeking employment, and securing a qualification in mathematics is a fundamental requirement for the majority of employers. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject 

In line with the National Curriculum Objectives for Mathematics, our intent is that all pupils:  

• become confident and 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 retrieve and apply knowledge rapidly and accurately  

• communicate their reasoning mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language  

• can choose the best methods to solve problems by calculating efficiently and 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 

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are organised into seemingly distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, retrieval, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects. 

In line with our trust-wide focus on CHARACTER within which we strive to develop Articulacy, we also expect and encourage children to retrieve and use mathematical language to describe, discuss, examine, explain, justify and synthesize. Through our co-operative learning strategies including Think, Pair, Share and Tell Your Partner, we allow all children to discuss mathematical concepts and approaches and to share their ideas and approaches while using the correct terminology. 

Curriculum Implementation 

At Twydall Primary School, children study mathematics daily following the White Rose Maths Scheme of Learning. WRM is a blocked scheme, which allows for depth and breadth of learning within each strand of mathematics. 

The Mastery Approach 

• Concrete, Pictorial and Abstract Learning: Children engage with a wide and varied range  of concrete manipulatives, pictorial representations and abstract methodologies within each session. Cohesive use of CPA is a fundamental part of mastery in mathematics for all learners, not just those pupils with SEND. Concrete and pictorial references scaffold and strengthen understanding and are widely used as a teaching and learning tool from Foundation Stage to Year 6. 

• Fluency, Retrieval, Reasoning and Problem Solving: Every learning session includes the opportunity to develop fluency skills, construct chains of reasoning using relevant knowledge alongside relevant terminology and solve increasingly complex problems in a systematic and coherent way. 

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• Mathematical Vocabulary: Sessions include explicit reference to vital mathematical vocabulary and the use of scaffolds including key words and stem sentences to support and encourage all children to communicate their ideas with mathematical precision and clarity. These sentence structures often express key conceptual ideas or generalities and provide a framework to embed conceptual knowledge and build understanding. 

• Fluent Recall: We are committed to ensuring that pupils secure their knowledge of Times Tables and Related Divisional Facts by the end of Year 4. Our pupils engage in regular low stakes testing through Times Tables Rock Stars to practice fluent recall. 

EYFS  

At Twydall Primary School we understand the importance of early experiences of maths. We aim to develop a strong grounding in number – understanding that this is a necessary building block for children to excel in the subject. 

The two key ELG’s for mathematics are: 

1. Number: Number composition, subitising, recall of bonds to 5 and 10 and doubling 

2. Numerical Pattern: Verbally count beyond 20, Compare quantities, explore and represent patterns 

Practitioners provide creative and engaging opportunities for children to ignite their curiosity and enthusiasm for the subject, while focusing on the three prime areas of: Communication and Language, Physical Development and PSED. 

Activities and experiences are frequent and varied, and allow children to build on and apply understanding of Numbers to 10. Concrete manipulatives are a key focus within sessions, as is the use of pictorial representations including Tens Frames and Part/Whole Models. Children are actively encouraged to use mathematical terminology within their understanding, with a focus on developing positive attitudes and interest in the subject. 

Curriculum Impact 

At Twydall Primary School, the expectation is that the vast majority of pupils will move through the programmes of study at broadly the same pace. We aim for each child to be confident in each objective and develop their ability to use this knowledge to develop a greater depth understanding to solve varied fluency problems as well as problem solving and reasoning questions. 

Decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly are challenged through rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material consolidate their understanding, including through additional practice, before moving on. Where necessary, earlier material should consolidate their understanding, including through additional practice, before moving on. 

• Formative Assessment: Teachers carry out formative assessment  in each session and feedback is given to children verbally, through self/peer assessment and through live marking. Teachers then use this assessment to inform their planning. Children are rapidly identified as needing further challenge or additional support, and we ensure that this is provided in a timely manner. 

• Timely Interventions: Teachers believe that all children can achieve in maths, and focus on whole class teaching. Where prerequisites are not secure, interventions will be carried out.  

• Fluent Recall: We use a range of low stakes assessment to track attainment and progress. From Year 2 to Year 6, including regular tests in Arithmetic and Times Tables. 

• Summative Assessments: Children complete End of Block assessments for each phase of learning. Results are used to further inform planning and allow for tailored interventions groups to take place to ensure the objectives are secured. 

Our Assessment cycle also includes dates for capturing progress and attainment against National Curriculum Objectives. Assessments are carried out in Autumn, Spring and Summer terms. 

• Subject Monitoring: We regularly monitor the quality and impact of our mathematics curriculum through targeted learning walks, book scrutiny and pupil interviews. In addition to this, we survey our staff and pupils to identify their perception of mathematics and identify CPD needs. 

 

Maths At Home

One of the best ways to help children at home with their maths is learning times tables.
Children used to learn by standing up and chanting the times tables at school. Learning by rote is one strategy, but there are also other activities we can do to help you learn your tables.
The attached documents will share with you some of the strategies that you could try at home to support numeracy with your children.

Also attached are some suggestions for Maths 'Apps' to help children enjoy maths activities at home.