At St John's CE Primary School, our mathematics curriculum meets the national curriculum's statutory needs, and is designed to meet the needs of all pupils at St John's CE Primary School. Mathematics is valued as an important part of pupils' entitlement to a broad and balanced curriculum and planned to build on knowledge and skills continually. At St John’s CE Primary School, we take a mastery approach to the teaching and learning of mathematics.
It is our intent to deliver an inspiring, engaging mathematics curriculum, through high quality teaching. Mathematics in our school is about developing children’s ideas and ways of working that enable them to make sense of the world in which they live.
The 2014 National Curriculum for mathematics aims to ensure that all children:
These skills are embedded within lessons and developed consistently over time. We are committed to ensuring that pupils are able to recognise the importance of mathematics in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all our pupils to enjoy mathematics and to experience success in the subject, with the ability to reason mathematically.
Developing a positive attitude to this subject is essential and become confident and resilient learners. Teachers promote pupils’ enjoyment of the subject and provide opportunities for them to build a conceptual understanding of mathematics before applying their knowledge to everyday problems and challenges. We ensure that challenge is provided for all pupils, whatever their understanding.
At St. John’s, we aim to provide our mathematicians with a mastery curriculum which promotes a deep, long-term, secure and adaptable understanding of the subject, so that pupils become fluent in calculations; possess a growing confidence to reason mathematically and hone their problem-solving skills.
We want our pupils to gain confidence and be numerate, creative, independent, inquisitive, enquiring and confident.
Our mathematics curriculum is carefully planned and structured to ensure progression across topics throughout each year group across the school. To ensure whole school consistency and progression, at St John’s CE Primary School, we use the DfE approved ‘Power Maths’ scheme, which is fully aligned with the White Rose Maths scheme. The school’s involvement with the DfE funded Maths Hubs programme, continues to ensure that staff at all levels understand the pedagogy of the approach and develop their knowledge of maths mastery by attending sessions with the maths hub.
Planning for Mathematics is a process in which all teachers are involved to ensure that the school gives full coverage of, ‘The National Curriculum programmes of study for Mathematics 2014’ and, The Development Matters statements linked to Maths: Number, and Maths: Shape, Space and Measures in the Early Years Foundation Stage. We also incorporate the 2020 non-statutory ‘Ready to Progress’ guidance.
Mathematics teaching at St John’s CE Primary School involves adapting and extending the curriculum to match all pupils’ needs. We aim to stretch and challenge the most able and develop the independence and confidence for the less able learners too all meet their full potential and beyond. We focus on the five key principles of Mastery:
At St John’s CE Primary School, our mathematics curriculum is taught in blocks of lessons to ensure coverage and depth to a specific area. These blocks are split into smaller progressive steps to help the teacher focus on the key parts of the progression. Lessons can focus on Varied Fluency, and Reasoning and Problems, or a mixture of both. We ensure progression between our year groups by focusing on what has been previously taught and focusing on what the children are working towards through a carefully planned progressive curriculum based on Power Maths. High quality resources are used in conjunction with Power Maths, such as NRich and NCETM to support, stretch and challenge all children within the classroom. In addition, the school’s calculation policy is used to ensure a coherent approach to teaching the operations across our school.
New concepts are shared within the context of an initial related problem, which pupils are able to discuss in partners. This initial problem-solving activity prompts discussion and reasoning, as well as promoting an awareness of mathematics in relatable real-life contexts that link to other areas of learning. Pupils are encouraged to solve problems each day through the use of concrete resources, pictorial representations and abstract thinking (the C-P-A approach). This approach helps pupils tackle concepts in a tangible and more comfortable way. Teachers use careful questions to draw out pupils’ discussions and their reasoning. The class teacher then leads children through strategies for solving the problem, including those already discussed. Pupils then progress to their Practice Books, where each question varies one small element to move pupils on in their thinking. Pupils complete intelligent practice independently, ending in a ‘Reflect’ section where children reveal the depth of their understanding before moving on to more complex related problems. Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. Each lesson phase provides the means to achieve greater depth, with pupils who are quick to grasp new content, being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within the lesson as appropriate.
We ensure that all pupils are provided with rich learning experiences that aim to:
At St John’s, pupils will revisit key concepts and skills which consolidates learning and demonstrates progression throughout the key stages. At the start of each mathematics topic we encourage the pupils to self-assess what they already know as a starting point. At the end of each unit in each year group, pupils are assessed against age-related expectations through a range of formative and summative assessment methods
The impact and measure of this is to ensure children not only acquire the appropriate age related knowledge linked to the mathematics curriculum, but also skills which equip them to progress from their starting points, and within their everyday lives. Assessment for mathematics is a continual process in which teachers use their assessments to inform intervention and next steps in learning. Power Maths’ end of unit tests inform next steps planning and identify those children needing further consolidation of key skills. We also use termly NFER tests in KS2 to ensure that children are making the expected progress.
Subject and school leaders monitor the impact of our mathematics curriculum through routine monitoring which includes looking at pupils’ books, displays and listening to pupil voice. Pupil progress meetings are held regularly to discuss and evaluate progress in each cohort and throughout the school.