Maths

Intent

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

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

Implementation

At St. Anne’s Fulshaw, we will implement the White Rose Maths scheme with Master the Curriculum as a supplement.

Careful planning contains the comprehensive elements below:

differentiated activities which may be guided or independent
differentiated practice work designed to achieve procedural fluency
mastery questions which allow assessment of children's understanding
problem solving activities, these investigative activities develop maths meta-skills
regular and quick activities which facilitate the practice of important mental skills
small-group activities for children working well below ARE, run by a TA or teacher
open and closed tasks.

Our expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. Pupils who grasp concepts rapidly will be challenged through rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material are provided with the opportunity to consolidate their understanding, including through additional practice, before moving on.

Pre-teaching, adult and peer support, manipulatives and deep questioning will be used by skilled teachers to allow them to effectively scaffold and challenge learners throughout their mathematics education. Gaps will be identified in a timely manner by class teachers so that they can be addressed through same day intervention or in subsequent lessons.

Impact

The impact of our mathematics teaching is measured in a range of ways. As well as regular assessments built into our scheme of work, we will use questioning during lesson time, children traffic lighting in books, marking work, listening to child-led discussions and investigations, asking children across the school about their learning, book scrutiny and lesson observations by coordinator.

We use the programme “Insight Tracking” to assess children’s progress all the time. This is a valuable tool to highlight gaps in children’s learning. Children’s progress on some of our published programmes, eg. TTRockstars, can be monitored daily if required.

Our curriculum enables children to make excellent progress whether in Foundation stage, KS1 or KS2, relative to each child’s individual starting point. We expect our children to leave us with the confidence to engage in the next stage of their learning, fully equipped to develop their skills and knowledge.

Our Chosen Scheme of Work and the Rationale for its Selection

At St. Anne’s Fulshaw our lessons are carefully planned and sequenced using White Rose Maths and Master the Curriculum to supplement reasoning and problem solving skills. White Rose Maths advocates the mastery approach to mathematics and has been influenced, inspired and informed by the work of leading maths researchers and practitioners across the world. This scheme provides an integrated wealth of support and a whole raft of resources in a flexible format that allows the teacher to respond to the needs of the class. Teaching in small steps, ensures that children’s confidence is boosted by regular and repeated encounters with a specific skill or concept.

You can access our White Rose Maths Schemes of Learning by clicking on the links below:

Year 1 Summer Term

Year 2 Summer Term

Year 3 Summer Term