Mathematics Statement of Intent
The 2014 National Curriculum for Maths aims to ensure that all children:
- Become fluent in the fundamentals of Mathematics
- Are able to reason mathematically
- Can solve problems by applying their Mathematics
At Wincanton Primary School, the intent of our teaching of Mathematics is to ensure that every child enjoys Maths and becomes an enthusiastic mathematician by experiencing success in the subject.
We want every child to make connections across mathematical concepts in order to develop their fluency, reasoning and problem solving skills, and to be able to apply their mathematical knowledge in other curriculum areas.
We want to develop a numerate environment where mathematical risk-taking, creativity and logical thought are encouraged in order to develop independent learners.
We are committed to ensuring that children are able to recognise the importance of Maths 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.
Aims of Mathematics at Wincanton Primary School
We aim to ensure that all pupils:
- develop a positive attitude towards mathematics.
- develop and consolidate basic mathematical skills and become numerically fluent.
- promote confidence and competence with numbers and the number system.
- develop the ability to solve problems through decision making and reasoning in a range of contexts.
- explore features of shape and space, and develop measuring skills in a range of contexts.
- develop mathematical communication through speaking and listening, practical activities and recording work.
- develop an ability to use and apply mathematics across the curriculum and in real life.
Mathematics is a core subject and to guarantee consistency and progression across the school, the school use the White Rose Maths Hub schemes of learning to inform the sequence of small steps to be taught within each year group. 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 more able children being offered rich problems, as well as exploratory, investigative tasks, within the lesson as appropriate.
Our planning incorporates the structure:
Red Box work – consolidation/revisiting of an area of previous learning.
Teaching input – learning objective is shared. The class teacher models the skill to the whole class and success criteria are shared/generated. Children begin to develop fluency on individual whiteboards.
Independent fluency and PSR – Independent work provides the means for all children to develop their fluency further, before progressing to more complex related problems.
Plenary – Self assessment (in KS2) Extending learning. Sharing solutions to reasoning activities. Opportunities to: explain, justify, convince, and prove.
When it comes to times tables, speed AND accuracy are important – the more facts your child remembers, the easier it is for them to do harder calculations. Times Table Rock Stars is a fun and challenging programme designed to help pupils master the times tables. To be a Times Table Rock Star you need to answer any multiplication fact up to 12×12 in less than 3 seconds! Our children from Year 1 - Year 6 have their own individual account and can access TTRS at home and school.
Throughout each lesson formative assessment takes place and feedback is given to the children to ensure they are meeting the specific learning objective. Teacher’s then use this assessment to influence their daily planning and ensure they are providing a mathematics curriculum that will allow each child to progress and be challenged at a level appropriate to them. The teaching of maths is also monitored on a termly basis through book scrutiny, learning walks and lesson observations. Each term children from Year 1 and above, complete a summative NFER assessment to help them to develop their testing approach and demonstrate their understanding of the topics covered. The results from both the formative assessment and summative assessment is then used to determine children’s progress and attainment.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
Attainment in Maths:
Year 6 – 72% at ARE 23% at GD.
Year 2 – 72% at ARE 22% at GD.