What do we teach?

At Staveley CE Primary School, we believe mathematics is an important part of children’s development throughout school, right from an early age. We intend on delivering a curriculum which allows children to be a part of creative and engaging lessons that fosters a love of maths. It gives each pupil a chance to believe in themselves as mathematicians and develop critical thinking and self-regulation when faced with mathematical challenges. It recognises that mathematics underpins much of our daily lives and therefore is of paramount importance in order that children aspire and become successful in the next stages of their learning. It engages all children and entitles them to the same quality of teaching and learning opportunities, striving to achieve their potential, as they belong to our school and the wider community. It provides a range of experiences and opportunities across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. It provides equal opportunities for children to apply their mathematical knowledge to other subjects (cross-curricular links) and is in line with the expectations in the National Curriculum 2014.

How is Maths taught?

Our approach to the curriculum is designed to develop children’s knowledge and understanding of mathematical concepts from the Early Years through to the end of Y6.

  • In school, we follow the national curriculum and use White Rose Maths as a framework to support teachers with their planning and assessment. Classes in the EYFS and KS1 use a variety of resources to deliver Maths, including; ‘Master the Curriculum’ and ‘Primary Stars’ both alongside WRM. In KS2, we use White Rose Maths to support our teaching of maths mastery and the maths curriculum.
  • The White Rose Maths calculation policy is used within school to ensure a consistent approach to teaching the four operations over time.
  • At the start of each new topic, key vocabulary is introduced and revisited regularly to develop language acquisition, embedding as the topic progresses.
  • All teachers use starters in maths lessons to help previous knowledge ‘stick’ i.e. they cover objectives learnt in the previous units.
  • Children are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts.
  • White Rose Maths follows the mastery approach which means all children in the year group are following the same objective although teaching is tailored to allow children of all abilities to access the learning.
  • Reasoning and problem solving are integral to the activities children are given to develop their mathematical thinking, and again, all children are given access to this skill within the lesson.
  • Resources (manipulatives) are readily available to assist demonstration of securing a conceptual understanding of the different skills appropriate for each year group. Children will also use visual interpretations alongside abstract concepts and written methods.
  • Children are encouraged to explore, apply and evaluate their mathematical approach during investigations to develop a deeper understanding when solving different problems / puzzles.
  • A love of maths is encouraged throughout school via links with others subjects, applying an ever-growing range of skills with growing independence.
  • Children with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support as necessary. For those children who are working significantly outside of the year group curriculum, individual learning activities are provided to ensure their progress.
  • In order to support teacher judgements from work within lessons, children are assessed using tests in line with the national curriculum for maths. Gap analysis of any tests that the children complete is undertaken and fed into future planning.
  • The maths leader has a clear role and overall responsibility for the progress of all children in maths throughout school. Key data is analysed and regular feedback is provided, to inform on progress and future actions.

What are the outcomes?

They show confidence in believing that they will achieve, are mathematicians and will develop a LOVE of maths.

Children demonstrate a quick recall of facts and procedures, including the recollection of the times table and number bonds. Each child progresses in line with the expected outcomes for their year group and in line with their own personal targets. They will develop flexibility and fluidity to move between different contexts and representations of maths. They will have the chance to develop the ability to recognise relationships and make connections in maths lessons. They will have the ability to persevere and show resilience when problem solving and reasoning. Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations. The children will show a high level of pride in the presentation and understanding of the work.