Intent

The National Curriculum for Mathematics aims to ensure that all pupils:

1. Become fluent in their core skills, through varied and frequent practise over time.
2. Can reason mathematically whether this be to prove a belief, or to generalise.
3. Can solve a range of problems by applying their skills to both routine and creative problems.

At Heskin Pemberton’s, each of these skills are embedded within Maths lessons and across other areas of the curriculum. We ensure that we deliver a high quality curriculum that is not only challenging, but enjoyable too, no matter a child’s starting point. We want the children to appreciate the beauty and lifelong importance of Maths. We intend for all pupils to make rich connections throughout school, both in their fluency and in their competence and resilience in solving increasingly complex problems. We also actively encourage the children to apply their mathematical understanding to Science, PE, DT and other subjects.

Implementation

Planning: Our implementation is developed through a secure understanding of the curriculum and the subject area itself and is taught daily throughout school. To achieve the aims of the National Curriculum, the use of White Rose Maths medium term planning is adapted with other resources to create a bespoke curriculum for the needs of our children. In EYFS, to teachers follow guidance from NCETM in conjunctions with Number Blocks to ensure cohesive curriculum progression into Year 1. Teachers are confident in manipulating this planning in the short term, in order to meet the needs of all children. Staff are able to refer to our Calculation Policy when teaching formal written methods too, and recognise that sometimes, children will find their own efficient methods along the way. We plan daily opportunities for children to develop their fluency in written calculations and to apply their skills to problem solving.

Teaching: At Heskin Pemberton’s, we employ a range of teaching styles and opportunities for children to learn and develop their Mathematical skills and competencies, both individually and collaboratively. This enables the children to feel inspired and engaged by Maths, as outlined in our intent. Staff, including teaching assistants, attend professional development courses to further develop their teaching and support too.

Leadership, Assessment and Feedback: Assessment informs the teaching and learning sequence, and children work on objectives they are assessed at being at. Children who are not making the required progress are given extra support through interventions and support in class, in order to meet our intent of helping all children make progress, no matter their starting point. Feedback is given to the children in line with our school feedback policy, and supports a collaborative and active approach. Formative assessment within every lesson helps teachers to identify the children who need more support to achieve the intended outcome and who are ready for greater challenge. These are implemented through questioning, or additional activities. To support teacher judgements, children are assessed using appropriate tests, which is then fed into future planning and information reported to parents termly. The Maths Leader is responsible for analysing data alongside the SLT and Headteacher to support future subject actions.

Impact

A mathematical concept or skill has been mastered when a child can show it in a variety of ways, using appropriate mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.

Children demonstrate quick recall of facts and procedures, including recollection of their times tables. They should also show flexibility and fluidity in moving between different contexts and representations of mathematics. They have the ability to recognise relationships and make appropriate connections. Children show confidence and resilience in believing that they will achieve and show a high level of pride in the presentation and understanding of their work.