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Ivington Church of England Primary School

Ivington CofE Primary and Pre-school

Reaching together... stand firm in your faith, be courageous and strong - 1 Corinthians 16:13

Mathematics

 Intent

The national curriculum for mathematics intends to ensure that all pupils:

 

1. 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.

 

 2. Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.

 

3. 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. Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.

 

Our curriculum ensures children apply mastery skills. We follow the White Rose maths scheme, with Deepening Understanding used to extend fluency, reasoning and problem solving. They should also apply their mathematical knowledge across the curriculum. The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich mastery and in depth problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

 

 

Implementation

 

  • Every class from EYFS to Y6 follows the White Rose scheme of learning which is based on the National Curriculum. Lessons may be personalised to address the individual needs and requirements for a class but coverage is maintained.
  •  In order to further develop the children’s fluency, reasoning and problem-solving, we use Deepening Understanding which correlates to the White Rose lessons and further develops children’s understanding of a concept and the links between maths topics.
  • We also use a range of planning resources including those provided by the NCETM and NRICH to enrich the curriculum.
  • Through our teaching we continuously monitor pupils’ progress against expected attainment for their age, carrying out formative assessment where appropriate and using these to inform our teaching.
  • Summative assessments are completed at the end of each term; their results form discussions in termly Pupil Progress Meetings and update our summative school tracker. The main purpose of all assessment is to always ensure that we are providing excellent teaching and learning for each individual child.
  • Online Maths Tools In order to advance individual children’s maths skills in school and at home, we utilise Times Tables Rock Stars for multiplication practise, application and consolidation.
  • Concrete Pictorial Abstract (CPA) We implement our approach through high quality teaching delivering appropriately challenging work for all individuals. To support us, we have a range of mathematical resources in classrooms including Numicon, Base10 and counters (concrete equipment). When children have grasped a concept using concrete equipment, images and diagrams are used (pictorial) prior to moving to abstract questions. Abstract maths relies on the children understanding a concept thoroughly and being able to use their knowledge and understanding to answer and solve maths without equipment or images.
  • We continuously strive to better ourselves and frequently share ideas and things that have been particularly effective. We take part in training opportunities and regional networking events, such as the White Rose maths work groups.
  • Cross Curricular Maths is taught across the curriculum ensuring that skills taught in these lessons are applied in other subjects.

 

Impact

  • Through discussion and feedback, children talk enthusiastically about their maths lessons and speak about how they love learning about maths. They can articulate the context in which maths is being taught and relate this to real life purposes.

 

  • Children show confidence and believe they can learn about a new maths area and apply the knowledge and skills they already have.

 

  • Pupils know how and why maths is used in the outside world and in the workplace. They know about different ways that maths can be used to support their future potential. 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.

 

  • Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times table.

 

  • Pupils use acquired vocabulary in maths lessons. They have the skills to use methods independently and show resilience when tackling problems. The flexibility and fluidity to move between different contexts and representations of maths.

 

  • Children show a high level of pride in the presentation and understanding of the work. The chance to develop the ability to recognise relationships and make connections in maths lessons. Teachers plan a range of opportunities to use

 

  • At the end of each year we expect the children to have achieved Age Related Expectations (ARE) for their year group. Some children will have progressed further and achieved greater depth (GD).

 

  • Children who have gaps in their knowledge receive appropriate support and intervention. Mastery All children secure long-term, deep and adaptable understanding of maths which they can apply in different ways.

 

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