Our school British Values Statement can be found in our Key Policies section of the website.

Our maths teaching is underpinned by the belief that all children need a deep understanding of the mathematics they are learning. We embrace a mastery approach, where we provide an ambitious, connected curriculum accessible to all pupils. We ensure our Maths curriculum follows the ‘5 Big Ideas’ of coherence, representation and structure, mathematical thinking, fluency and variation (NCETM, 2017). We want pupils to become fluent in the fundamentals of mathematics, to be able to see relationships, to reason, problem solve, think independently and to persevere when faced with challenges, showing a confidence of success. 

We ensure that the majority of pupils will move through the curriculum at broadly the same pace. However, based on AfL, our teachers make decisions about the progression of the children based on their level of understanding. Therefore, this allows pupils to be challenged by ‘going deeper’ and having the opportunity to access a variety of sophisticated problems before any new concepts are introduced. 

Those learners who are not sufficiently fluent, have the opportunity to consolidate their learning through additional practise before moving on. 

We aim for our learners to:  

• have the best possible start by teachers ensuring pupils close the school entry gap in knowledge of basic mathematical facts, concepts, vocabulary and symbols.
• Access high quality lessons that are both challenging and engaging. 
• Have a variety of mathematical opportunities enabling them to make the connections needed for greater depth learning. 
• Become confident mathematicians by having fluent knowledge and recalling number facts and the number system.
• Develop their independence by encouraging them to be inquisitive and ask questions to ensure they have a strong mathematical foundation and an interest to self-improve. 
• Learn maths is a part of everyday life and apply their skills to a range of contexts. 
• Have the ability to embrace the value of learning from mistakes and false starts. 
• Have fluency in performing written and mental calculations and techniques. 
• Use a wide range of mathematical vocabulary. 
• Become committed and passionate about the subject. 
• Become confident in using full sentences to give focus and structure when explain their reasoning 

Maths is taught in units, which build progressively to deepen knowledge, understanding and strengthen schemas.

Planning and teaching: 

• Our long-term map is based on White Rose Maths, which outlines in year groups when mathematical knowledge will be taught and revisited. These lessons are personalised and relevant to the needs of the learners. Teachers follow the White Rose lesson sequencing to ensure each small step progresses into the next concept.  This is the basis for our well sequenced and progressive curriculum.
• Our progression document outlines how each step progresses into the previous and following year group. 
• Teachers ensure the lessons include the ‘5 Big Ideas’
• Teachers also refer to the calculation policy when teaching and introducing mathematical methods and strategies.
• Although maths is taught in units of work, we recognise the importance that it is an interconnected subject. We provide retrieval practise through Flashback 4’s and recapping concepts as well as ensuring pupils visit problems using a range of contexts. 
• Skills are modelled efficiently using different representations, procedures, and methods. 
• Encouraging the most efficient strategies for calculation. The children are taught a range of systematic strategies to encourage them to think about what the numbers mean rather than just the digits and using one strategy only. 

Resources: 

• A range of manipulatives are used throughout the school. The CPA approach is used to introduce a new mathematical concept through the use of physical and visual resources. 

Assessment: 

• Formative assessment and the use of questioning. E.g. “How do you know?” “Prove it?” “True or False?”
• Entry and Exit cards used where appropriate to assess the children’s prior knowledge and understanding. 
• Summative assessment using NFER in years 1-6 each term. Teachers also use SATs assessments in Year 2 and 6. 

Threshold Concepts: 

Number: Place Value

This concept involves understanding the number system and how they are used in a wide variety of mathematical ways.

Number: Addition and Subtraction

This concept involves understanding both the concepts and processes of addition and subtraction.

Number: Multiplication and Division

This concept involves understanding both the concepts and processes of multiplication and division.

Number: Fractions (including decimals and percentages)

This concept involves understanding the concept of part and whole and ways of calculating using it.

Ratio and Proportion 

This concept involves understanding the concept of ratio and proportion to compare quantities. 

Measurement 

This concept involves becoming familiar with a range of measures, devices used for measuring and calculations.

Geometry: Properties of shape 

This concept involves recognising the names and properties of geometric shapes and angles.

Geometry: Position and Direction 

This concept involves recognising various types of mathematical movements.

Statistics 

This concept involves interpreting, manipulating and presenting data in various ways.

Algebra

This concept involves recognising mathematical properties and relationships using symbolic representations.

If successful, the impact for the learners in Maths will be that children understand the relevance and importance of each concept in relation to the real world. Children know that maths is a vital life skill that they will rely on in many areas of their daily life. Children will have a positive view of Maths due to learning in an environment where maths is promoted as an exciting subject in which they can investigate and explore the journey of problem solving. Children will be confident to “have a go” and choose the most efficient strategies they think are best suited to each problem.  Pupil voice evidence of ambitious learners who are able to securely reason, explain their understanding and use the correct mathematical vocabulary. 

The curriculum is spaced and progressive and builds on the threshold concepts, the ‘big ideas’ that shape the learners’ thinking over time. Each concept is taught within a breadth of different contexts, so that it gains meaning and helps to build schemas. They are able to think critically about the subject and recall their learning over time.

Pupils work demonstrates that Maths is taught at an age appropriate standard across each year group, with opportunities planned in for pupils showing a swift understanding or working at greater depth. Work is of high quality and demonstrates pupils are acquiring knowledge, skills and vocabulary in an appropriate sequence and with an understanding of the interdisciplinary links.