At Appleby Primary School we recognise that mathematics is essential to everyday life: it is critical to science, technology, geography and many other curriculum areas as well as being necessary for financial literacy as well as most forms of employment and everyday life. We aim to provide a high-quality mathematics education with a mastery approach following the aims of The National Curriculum for mathematics so that that all of our 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 nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
At Appleby we use White Rose Maths in Years 1-6, which has been written to support teachers in all aspects of their planning of a curriculum and focusses on the five key elements of mastery:
- Mathematical Thinking
- Representation & Structure
Teachers need to plan for/deliver the following for mathematics lessons:
- Daily Fluency activities using ‘Fluent in 5’
- Daily ‘Rapid Reasoning’ activities
- Precise questioning to test conceptual and procedural knowledge
- How and when representations will be used, where possible, within each lesson to scaffold difficult tasks
- Tasks and questions which challenge pupils to apply and deepen their learning and mathematical reasoning
- Support for less able and challenge for more able pupils.
In the Early Years Foundation Stage (EYFS), we relate the mathematical aspects of the children's work to the Development Matters statements. Our intent in EYFS, is to ensure that all children develop firm mathematical foundations in a way that is engaging, and appropriate for their age. We use materials from the NCETM that are based on international research.
The materials are organised into key concepts (not individual objectives), which underpin many early mathematics curricula. The typical progression highlights the range of experiences (some of which may be appropriate for younger children) but the activities and opportunities are developed across the Reception provision.
There are six key areas of early mathematics learning, which collectively provide a platform for everything children will encounter as they progress through their maths learning at primary school, and beyond. cardinality and counting, comparison, composition, pattern, shape and space and measure.
Our mathematics curriculum is based upon White Rose resources which are fully supported by the Department for Education as they meet the requirements of the new curriculum. It provides all the elements that teachers need to teach maths mastery with confidence and to encourage children to talk using maths language. We measure the impact of our curriculum using the following methods:
- Lesson observations with a focus on children’s learning and the five key elements of mastery
- A reflection on standards achieved against the planned outcomes
- Termly Progress results using NFER assessments which is a suite of termly standardised maths tests which enable class teachers and the SLT to track progress, predict future performance and benchmark against national averages
- End of Y2 and Y6 SATs results
- Year 4 Multiplication Tables Check
- Workbook scrutiny
- Pupil discussions about their learning
We will enhance children’s cultural capital by raising and using money (Children in Need, School Council, May Fair, Comic Relief etc.), telling the time, knowing about shapes, how to add and subtract, multiply and divide. Using real-life problems is an excellent way to show pupils the validity of their maths knowledge – area, percentages, ratio .