Maths

Subject Leader: Sarah Loomes

Intent

At Little Bowden, we work together to love learning. Our mathematics curriculum is ambitious, memorable and diverse; aiming to take children on a progressive, clear and exciting journey from the time they start with us in EYFS, to the time they leave us in Year 6.  

Our ambition is to ensure our maths curriculum is accessible to all and caters for every child’s ability, whilst ensuring we provide every opportunity for children to reach their full potential. We believe Mathematics is a tool for everyday life. Mathematics teaches us how to make sense of the world around us. Our maths curriculum enables us to develop children’s ability to calculate, communicate, reason and solve problems. 

We endeavour to ensure all children become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. We deliver lessons that are creative and engaging. We want children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems using a Concrete, Pictorial, into Abstract approach. 

We intend for our children to be able to apply their mathematical knowledge to science and across a range of other subjects. We want children to recognise that Mathematics has developed over centuries and has been the fundamental basis for huge advances in Science, Engineering, Technology and Sport. 

We believe in making mathematical learning come alive within a real-life context and endeavour to make sure that the children realise the subject is essential to everyday life and financial literacy. Irrespective of year group, we want our children to have the ability to reason mathematically and have an appreciation of the beauty and power of mathematics, whilst embracing a sense of enjoyment and curiosity about the subject. We strive for all to be actively engaged in their own learning, to be motivated and eager and to achieve and attain to their full potential in Mathematics.

Implementation

Planning

Planning is based on National Curriculum objectives with priority given to those objectives covered in the NCETM Ready to Progress materials and documents. Teachers utilise resources from the White Rose scheme of work as a basis for their planning. Lessons are designed so that conceptual understanding underpins learning, and that opportunities are provided to embed learning before moving on to the next step. Lessons are planned and sequenced so that new knowledge and skills build on what has been taught before. 

As mathematics is a logically structured subject, based on a set of axioms, gaps in understanding directly impact on subsequent learning. The aim of all lessons is to develop children’s knowledge, understanding and skills, applying these to a variety of contexts. When planning a sequence of lessons, teachers will: 

• Use precise questioning to test conceptual and procedural knowledge. 

• Know how and when manipulatives should be used to scaffold tasks or enhance understanding. 

• Introduce new concepts in small steps. 

• Provide opportunities to use skills in a range of contexts. 

• Include tasks and challenge questions which challenge pupils to apply and deepen their learning and mathematical reasoning. 

• Provide opportunities for individual, group and whole-class activities and discussions. 

• Ensure the use of high-quality maths language. (Children should read, spell and pronounce mathematical vocabulary correctly – see Little Bowden mathematics progression across the school). 

• Provide opportunities to use technology (laptops and iPads) as a mathematical tool.

 • Revisit concepts and number facts to ensure learning is committed to long term memory.  Revisiting prior learning will be carried out as part of a daily maths lesson but can also take place separately as a quick activity, or quiz. 

Calculation policy 

Refer to the White Rose calculation policy when teaching formal methods – see further documentation on our website.

Impact

Children’s skill, knowledge and understanding is assessed against the National Curriculum attainment targets. The impact of the mathematics curriculum on learners will be monitored primarily by the class teacher who is responsible for all teacher assessment. Teacher assessment is recorded at the end of each term. 

The Mathematics Lead, KS2 Lead, Deputy and Headteacher monitor progress on a regular basis in the form of observations, learning walks, data analysis, pupil progress meetings, work sampling and pupil voice. 

Formative assessment will be a key part of every lesson. The teacher will share the objectives for the lesson along with a clear success criterion in order for children to be clear on what is being expected of them to successfully achieve the objective. 

Furthermore, short-term assessment will also involve the teacher checking the children’s understanding at the end of the session to inform future planning and lessons. 

Summative assessment is undertaken using standardised tests at the end of every term. 

Statutory assessment

We follow all statutory endpoint assessments as follows:

Reception Year: Children are assessed using the Early Years Foundation Stage (EYFS) Profile. At the end of Reception, teachers will make judgements across 17 aspects of learning (7 in the Prime Areas and 10 in the Specific Areas). Children will be judged as either ‘Emerging’ or ‘Expected’ in each of these areas. This will include a judgement for Number.

Year 2: Children are assessed using a Statutory Teacher Assessment Framework for Reading, Writing, Maths and Science. Teachers use government-provided tests but these are not reported to anyone externally and only inform overall teacher judgements.

Year 4: Children take a multiplication tables check (MTC) to determine whether pupils can recall their times tables fluently, which is essential for future success in mathematics. It will help schools to identify pupils who have not yet mastered their times tables, so that additional support can be provided.

Year 6: Children sit government regulated ‘SAT’ tests in Reading, Maths and Grammar, Punctuation and Spelling. They are also assessed using a statutory Teacher Assessment Framework for Reading, Writing, Maths and Science.