Intent
We strongly believe that all children can learn and flourish in mathematics. Adopting a mastery approach, we ensure that every child, including those with Special Educational Needs and Disabilities (SEND), can access and engage with the learning in the classroom. This approach supports all pupils in developing a clear and deep understanding of the mathematical concepts being investigated.
Our aim is to provide children with a profound grasp of mathematical ideas, building their confidence to tackle a wide range of mathematical problems in the wider world. We encourage our learners to persevere when they encounter challenges and to reflect on their mathematical decisions, transforming them into the best mathematicians they can be.
By fostering a supportive and inclusive environment, we aim to inspire a lifelong love for mathematics and equip our pupils with the skills and resilience needed to succeed.
Implementation
We aim to provide a comprehensive and cohesive mathematics education that begins with the Early Years Foundation Stage (EYFS) and continues through Key Stage 1 (KS1) and Key Stage 2 (KS2). We use the White Rose Curriculum as a foundational guide to ensure structured progression and sequencing for our pupils. This approach guarantees consistency across the school and supports our staff in delivering high-quality maths education.
We are committed to helping pupils develop a deep and confident grasp of the yearly objectives, preparing them effectively for the next stage of their education. Our Quality First Teaching aligns with the three core aims of the National Curriculum for mathematics:
Fluency: Developing a strong foundation in mathematical facts and procedures, enabling quick and accurate recall and application.
Reasoning: Cultivating the ability to follow logical steps, justify answers, and articulate mathematical thinking clearly.
Problem Solving: Equipping pupils with the skills to tackle a variety of problems, using their mathematical knowledge in different contexts.
Through this structured yet flexible approach, we aim to nurture confident, capable mathematicians who are ready to progress and succeed in their mathematical journey.
Impact
Our planning follows the White Rose overviews and these are adapted for our unique class structures. Planning is adapted constantly for the requirements of the children based on Assessment for Learning (AfL).
Prior to starting a new unit a short task may be used to provide teachers with evidence of where children are and enables misconceptions to be addressed through various methods eg. pre teaching, interventions, starters. AfL happens within all lessons and children are able to move onto more complex tasks where needed this ensures that all children are able to make progress within the lessons. Summative assessments are used at the end of units of work and end of term assessments. This information is then input into the class tracker to monitor progress and attainment.