Maths

Intent

At CSJ, we aim to promote a love of maths to enable our pupils to become enthusiastic, creative and articulate mathematicians who use their skills to become great problem solvers. Mathematics is a tool for life, which provides a way of viewing and making sense of the world. It is used to analyse and communicate information and ideas and to tackle a range of tasks and real-life problems. Our intention is to prepare our children not only for high school, but also for maths in context of their everyday lives including further education and careers by.

Our expectations are for all children to achieve and, wherever possible, for them to be exposed to maths objectives relevant to their year group. Through a varied and inspiring curriculum, we aim to develop the children’s problem solving, resilience and reflective skills – skills that are easily transferable across the curriculum.

Irrespective of needs, it is our intention is that every pupil acquires the skills to carry out efficient mental and written calculations using manipulatives and hands on learning. We want all children to achieve their full potential by applying maths to real life contexts and investigation.

Implementation

The maths national curriculum is delivered through the use of White Rose Maths Small Steps which staff are required to adapt to meet the use of their cohort and to ensure full coverage of the curriculum; fluency, problem solving and reasoning. Other resources, such as NCETM and Pixl, are selected to support these Small Steps in order to expose children to a wide variety of formats and ensure that children are skilled at making their own jottings, including bar models, and can independently set out calculation from an early age. Teachers follow the school’s agreed policies for the progression in written and mental calculations.

The use of manipulatives allows us to use models and images to enable the progression from concrete to pictorial then to abstract. Children use these resources from reception to year 6 and they are available for children to use these independently where needed.

Teachers, with the expectations that children use it independently when talking about maths, model the correct mathematical vocabulary. Fluency is developed through repetition, revising key skills and arithmetic sessions which take place in all classes; daily from Year 1 to Year 6.

Feedback is given in a variety of ways to ensure pupils are well informed and making visible progress. There is a range of self, peer and teacher marking evident in books with children responding to teacher marking in green pen. Challenges are used to deepen understanding.  Collaboration is valued and children are encouraged to discuss their thoughts, ideas and methods with a partner, group or the teacher.

We strive to build on the excellent subject knowledge of our staff, which allows us to deliver the intentions of our maths curriculum. We achieve this through regular CPD provided by the maths team, external courses and collaboration of staff. CSJ strive to create a safe and nurturing environment where staff feel able to ask questions, seek advice and request further training where needed to confidently deliver the maths curriculum.

Impact:

Pre and post unit assessments are used where appropriate along with termly assessments which help teachers to gather an understanding of their pupil’s existing and developing knowledge and skills. This is used by teachers as a diagnostic tool to adapt teaching to meet the needs of all children.

At the end of each year, the expectation is that children achieve 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 (where possible).

By the end of Year 6, children will have developed a range of efficient skills that can be used to calculate effectively, they will be fluent in the fundamentals of mathematics with a conceptual understanding and the ability to recall and apply key facts accurately. Children will be able to apply these calculation skills and understanding of other areas to become confident and resilient problem-solvers with the ability to reason and articulate their ideas through the use precise mathematical language.

Maths in EYFS

Number fluency is continually developed within early years via White Rose Maths Small Steps. Children take part in short maths sessions daily and are given time to explore mathematical concepts, test ideas, develop their understanding and practise taught skills through play. Maths can be found in all areas of our provision and children experience it in a purposeful and meaningful context within their play and daily routines. Children are encouraged to use their mathematical understanding and skills to solve real-life problems and staff are trained to identify and extend opportunities to develop this further.

Quick Maths

EYFS and KS1 are part of a programme of Mastering Number. In Reception through to Year 2, they are developing a deep understanding of number through a focus on subitising, counting, comparison of numbers, composition and number facts. 

KS2 do daily Quick Maths for 10-15 minutes to ensure rapid recall of key number facts and operations. The focus of Quick Maths is to address any misconceptions or difficulties which may have developed as well recap prior knowledge to ensure that rapid recall can happen. The purpose of this is to free up working memory so the children can focus on applying and developing their mathematical skills.