Maths – curriculum information

Intent

We offer the children a progressive mathematics curriculum based on the National Curriculum to develop mathematical knowledge and skills for our children. They will be positive and enthusiastic towards mathematics, with an awareness of the diversity of the subject.

They will be competent and confident in taking risks to apply mathematical knowledge, concepts and skills.
They will be able to solve problems, reason mathematically and think logically and systematically.
They will be able to work independently and in cooperation with others.
They will be able to use and apply mathematics across the curriculum, and to understand the application of mathematics in real life contexts and scenarios. All children have equal access to the mathematics curriculum, regardless of race or gender. Children access the curriculum at the level appropriate to them, ensuring rapid measurable progress. Resources and learning environments are planned and designed to enable all children to access to the learning required. Differentiated activities are provided to support less able learners and challenge rapid graspers so they are able to work at greater depth in mathematics. The mathematics curriculum is ambitious for pupils with SEND to ensure they can access the subject at an appropriate level and make progress towards clearly defined end points. Mathematical knowledge can be linked to engaging topics but will be gained by the teaching of year group progressive skills which build on previous learning, ensuring pupils’ learning becomes embedded. In addition to this, pupils will engage in enrichment activities to support their learning of mathematics for a real purpose through Jigsaw and cross-curricular lessons.

Implementation

End points:

By the end of EYFS children will:

Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers.
Children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built.
Children will develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. By the end of Key Stage 1 children will:

Develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools].
Develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary.
Be able to use a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
Know the number bonds to 20 fluently and be precise in using and understanding place value.
Read and spell mathematical vocabulary at a level consistent with their increasing word reading and spelling knowledge at key stage 1. By the end of Lower Key Stage 2 children will:

Become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value.
Develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
Develop their ability to solve a range of problems, including with simple fractions and decimal place value.
Be able to draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them.

Use measuring instruments with accuracy and make connections between measure and number.
By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication tabl e and show precision and fluency in their work.
Read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling. By the end of Upper Key Stage 2 children will:

Extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.
Develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation.
Be introduced to the language of algebra as a means for solving a variety of problems.
Develop their understanding of geometry and measures to consolidate and extend knowledge developed in number.
Classify shapes with increasingly complex geometric properties and learn the vocabulary they need to describe them.
Be fluent in written methods for all four operations, including long multiplication and division, and in working with fraction s, decimals and percentages.
Read, spell and pronounce mathematical vocabulary correctly.

Impact

Work in books and regular ongoing assessment is used as a measure of progress towards the identified end points. Pupils are given regular opportunities to recap and embed learning as well as applying their knowledge to solve a range of tasks and problems. Where gaps in learning are identified, the reasons for this are analysed and this information is used to plan further teaching or intervention activities where needed.

Maths Impact This is shown in:

Key Performance Indicator (KPIs) records
Evidence of work in books, including evidence of applying key knowledge to solve more complex problems
Regular low stakes assessments
Progress records and data overviews
Benchmarking against national tests
Pupil voice
Links to Staff Performance Management targets

Subject Action and School Development Plans and SSE cycle.