We aim for our pupils to become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems.
They will be taught to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. They will be able to 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. They will be given opportunities to apply their mathematics skills, knowledge and understanding across the curriculum. There is a clear plan for progression. Children will be supported to close any gaps in their learning. Where children show high ability, talent and interest, they will be challenged. Every effort will be made to identify and lift barriers to learning. Maths will be presented as a subject to enjoy.
Our mathematics curriculum covers everything from cooking with weights and measures all the way through to long division and algebra. New mathematical ideas are introduced with hands-on activities. Children self-assess, are constantly challenged and have clear models and images to help their understanding. Problem solving investigations develop children’s conceptual understanding enabling them to apply their skills to different problems. We practice mental arithmetic daily and explicitly teach strategies for calculation with a focus on mental methods, jottings and formal written meth The school uses Apps to support the development of mathematical thinking which can be accessed at home and school. Opportunities are creatively planned for cross curricular activities which encourage the application of maths.
Our children will enjoy, feel successful in and challenged by mathematics. They will recognise that are becoming quicker to recall facts and procedures. They will recognise they are moving more flexibly and fluently between different contexts and representations of mathematics. They will be excited by their growing ability to recognise relationships and make connections in mathematics and to other subject areas. They will think of themselves as mathematicians and have the resilience to learn from mistakes and persevere to find methods which work well for them. They will be able to explain strategies they use.
Formative and summative assessments will inform planning. Progress towards NC expectations will be carefully tracked.
