Intent

Our children will develop the necessary skills to make them “deep thinkers” acquiring maths skills that can be recalled quickly and transferred and applies in different contexts.

The National Curriculum for mathematics 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.
• Can 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.

Implementation:

We teach the National Curriculum through following our spiral curriculum created in conjunction with Jenny Cook, maths consultant, enabling us to deliver a carefully planned progression of knowledge and skills that ensures consistency across the key stages. The sequences are written as a spiral curriculum in which learning is built upon step by step, sequence by sequence and year on year. It is aspirational and ensures progression and coverage through the primary phase. Ideas are revisited at a more sophisticated depth as the curriculum continues through the years. The mapping of Mathematics across school shows clear progression in line with age related expectations. Pupils are challenged and we encourage a child led approach whereby pupils can take ownership of their learning, this ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children.

How is Maths taught at Great Ponton?

• Each class will have a daily maths lesson which will last one hour which follows our spiral curriculum maths planning. The planning will be adapted by the class teacher accordingly.

• Daily arithmetic sessions are delivered at the beginning of each day. These sessions ensure that previously taught knowledge is revisited regularly and embedded securely.
• Mastery check points are used prior to any new topic to identify the children's starting point.

• Times tables rock stars is used as a homework tool in Key Stage 2 to improve recall of multiplication facts.
• Numberbots is used in Key Stage 1 to improve recall on number bonds and early addition and subtraction facts.
• Each class has access to concrete resources and manipulatives which enable us to teach concepts using the CPA model, concrete, pictorial and abstract.

For pupils with SEND and barriers in Maths, we recognise that additional support may be needed in order to scaffold their learning. The support for each child, in each classroom will vary depending on their individual need, however scaffold is provided to enable all learners to access the age appropriate curriculum, and intended lesson outcomes. Pupils should have the opportunity to develop their mathematical thinking regardless of their SEN or disability. However, the approach to these concepts is recognised to be fluid depending on need.

Impact

At the end of each phase of a child’s Maths journey through our school, we aim for children to be confident in the fundamentals of mathematics with a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. They should have the skills and have the resilience to solve problems by applying their mathematics to a variety of situations with sophistication, including in unfamiliar contexts and to model real-life scenarios. Children will be able to reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language. We aim for children to develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections and not be afraid to make mistakes.