Our maths policy follows the national curriculum for mathematics (2014) and aims to ensure that all pupils:
- 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
- Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
- 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
“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, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, 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 should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.” (National Curriculum 2014)
Each class teacher is responsible for the teaching and learning of maths in their class. Maths can be taught as a discrete subject in its own right but we aim to include opportunities to contextualise children's learning and link, where possible to the class topic. In order to meet the 3 main aims of the curriculum: problem solving, reasoning and fluency, we enable pupils to acquire, practise and consolidate their knowledge and skills through practical and investigational activities where they can apply their learning.
Teachers follow the 'small steps' from White Rose Maths to help plan and deliver lessons.
Teachers are encouraged to regularly highlight skills that have been taught. Some teachers may also prefer to print out the AMG’s (from Cornerstones) and highlight objectives that they have taught to ensure coverage of the Curriculum.
There is an agreed format for weekly plans, with lesson intentions (WALT), differentiated activities and adult support identified where necessary. Teachers make use of a wide range of resources to ensure appropriate challenge for all abilities.
Throughout the school there is a strong emphasis on the learning and consolidation of number facts, beginning with number bonds (addition and subtraction facts) in Key Stage 1 and then working on times tables from the end of Year 2 onwards. By the end of year 4, children should be able to recall multiplication and division facts accurately with increasing speed in years 5 and 6.
Teachers teach for mastery. They follow a concrete-pictorial-abstract approach to develop conceptual understanding.
Non negotiables for maths (including presentation, planning and teaching) can be found in the Appendix which will be updated when necessary.
Class teachers will assess whether children are working towards, at or above age related expectations. This will then be passed onto the maths subject leader. The maths subject leader will monitor the subject through: book looks (exercise and capture books), lesson dips, climate walks and monitoring the profile of maths through discussion with children, teachers and parents (if necessary).
What is Power Maths?
Power Maths is a whole-class mastery programme that fits alongside the White Rose Scheme of Work. Power Maths is designed to spark curiosity and excitement and help you nurture confidence in maths.
Power Maths KS1 and KS2 are recommended by the DfE, having met the NCETM’s criteria for high-quality textbooks, and have been judged as “fully delivering a mastery approach”.
Every lesson starts with a Discover task to get children to solve a problem that aims to generate curiosity. During the Discover section children may use manipulatives to help them understand the maths and explain their method.
The next stage encourages children to Share the methods they have tried to solve the problem in Discover.
We only learn when we are thinking! In this section Power Maths takes the approach “I do, we do, you do”, as children apply the knowledge they have just learned in a series of problems that continue to encourage thinking throughout.
Children are then ready for some independent Practice.
The final Reflect question helps the children evaluate whether they have understood the key concept and small step that they have been trying to master in the lesson.