Through our Maths Curriculum, our aim is for pupils to develop a deep understanding of the fundamentals of Maths and then confidently apply these skills to real-life reasoning and problem solving. We strive to ignite mathematical curiosity and prepare the pupils for everyday life and future employment.
Our school follows the National Curriculum and the White Rose Maths program from EYFS into Key Stage 1, and continues into Key Stage 2. Each year group has a programme of study that outlines how long each area should be taught for.
In EYFS, Maths is planned from Development Matters and the Reception classes use the White Rose Maths program. Group teaching sessions are taught each week with a differentiated task planned in Reception for all children to access in small groups with an adult. Continuous Provision activities reinforcing the teaching are planned throughout EYFS for both indoors and outdoors.
Year 1 follow the National Curriculum and the White Rose Maths program. They use the EYFS format of teaching Maths until the Spring Term. This enables a smooth transition from EYFS into Year 1, and gradually moves from a Continuous Provision approach to a semi-formal group learning approach.
During the lesson, teachers will support further with modelled and group work which will be annotated in the books at VF – for verbal feedback, and S for supported.
Two ticks will be given to the daily target if a child has successfully fully within the lesson towards the target, one tick will be given is part of the objective has been met. Green pen is also used to show corrections and progress as soon as the child has finished their work and verbal feedback given so it is immediate and relevant.
From Year 3 and above Maths is timetabled each day and lasts for 1 hour each day. Lessons are planned for so that children of all ability groups are accounted for. Learning intentions and steps to success are shared with the children and all link to the national curriculum objectives. All teachers carefully plan their lessons to include a concrete, pictorial and abstract approach to the subject. The teacher will mark the books then plan the next Maths lesson from their findings. In the afternoon teachers working in Year 2 – Year 6 will do an extra maths session with a group of selected children to help bridge any misconceptions that occurred in the lesson. As part of the children’s self-evaluating process, they begin most of their lessons recapping on their last lesson with a question or sum. This is done in green pen so you can see corrections and progress made.
In EYFS children are baselined using Development Matters in both Nursery and Reception and given a teacher judgement. At the end of Reception, a judgement based on the Early Learning Goals is given and submitted to the LEA. Summative assessments are given each half term and based on tests (all Year 2 and Year 6 children take compulsory SATs) Year 1, Year 2, Year 3, Year 4 and 5 use Non-Statutory assessments from NFER.
Maths in our school is progressive and planned to meet the needs of all children. Assessments are carried out regularly to ensure children are accessing fluency, reasoning and problem-solving objectives at age related expectations. If children are keeping up with the curriculum, they are deemed to be making expected or more than expected progress. The implementation of the White rose planning scheme has meant the school have been successful over the years. All staff are regularly updated with any changes. In addition, we measure the impact of our curriculum through the following methods: Assessment for Learning after every Maths lesson; End of block assessments; Formative assessments which are inputted on FFT Aspire; Summative assessments each term and End of Key stage SATs results.