Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy. Crucially, a sound knowledge of mathematics is vital for young people seeking employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
In line with the National Curriculum Objectives for Mathematics, our intent is that all pupils:
- to 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
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.
Central to our approach are the 5 Big Ideas which underpin mastery in mathematics.
In line with our School-wide focus on Good Communication linked with our guiding principles of ACT RIGHT we also expect and encourage children to use mathematical language to describe, discuss, examine, explain, justify and synthesize. Through ACT RIGHT we also encourage children to discuss mathematical concepts and approaches working in teams and with resilience to overcome mathematical challenge.
- White Rose Progression
- Calculation Policy for Addition and Subtraction
- Calculation Policy for Multiplication and Division
- National Curriculum for Mathematics
- Reception Progression in shape, space and measure
- Year 1/2 Overview
- Year 2/3 Overview
- Year 3/4 Overview
- Year 4/5 Overview
- Year 6 Overview
At Leigh Primary, children study mathematics daily following the White Rose Maths Scheme of Learning. WRM is a blocked scheme, which allows for depth and breadth of learning within each strand of mathematics with a mastery approach. In addition, EYFS - Y2 use mastering number programme from the NCETM (National Centre for Excellence in Teaching Mathematics) to ensure children are fluent in the fundamental maths skills by the time they enter KS2. This program involved 10-15 minutes of extra mathematics a day. In Year 3 and 4, children use their morning time called 'Fluent in 30' to master their times tables and in Upper KS2, children engage in 'Talk Maths' for their early morning work which develops their reasoning and metacognition in solving problems.
Hallmarks of our Mastery Approach
- Concrete, Pictorial and Abstract Learning: Children engage with a wide and varied range of concrete manipulatives, pictorial representations and abstract methodologies within each session. Cohesive use of CPA is a fundamental part of mastery in mathematics for all learners, not just those pupils with SEND. Concrete and pictorial references scaffold and strengthen understanding and are widely used as a teaching and learning tool from Foundation Stage to Year 6.
- Fluency, Reasoning and Problem Solving: Every learning session includes the opportunity to develop fluency skills, construct chains of reasoning using relevant knowledge alongside relevant terminology and solve increasingly complex problems in a systematic and coherent way.
- Mathematical Vocabulary: Sessions include explicit reference to vital mathematical vocabulary and the use of stem sentences to support and encourage all children to communicate their ideas with mathematical precision and clarity. These sentence structures often express key conceptual ideas or generalities and provide a framework to embed conceptual knowledge and build understanding.
- Interleaved Learning: WRM is a blocked learning scheme and as a consequence certain strands of maths are not covered until later in the term. To ensure frequent timely introduction and revisiting of concepts, we plan and deliver flashback sessions every lesson and use fluent in 30 time to revisit learning (morning work).
- Fluent Recall: We are committed to ensuring that pupils secure their knowledge of Times Tables and Related Divisional Facts by the end of Year 4. Our pupils engage in regular low-stakes testing and practice to master and understand relationships and patterns in multiplication and division.
At Leigh, the expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. We aim for each child to be confident in each yearly objective and develop their ability to use this knowledge to develop a greater depth understanding to solve varied fluency problems as well as problem solving and reasoning questions. 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 are challenged through rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material consolidate their understanding, including through additional practice, before moving on. Where necessary, earlier material should consolidate their understanding, including through additional practice, before moving on.
- Formative Assessment: Teachers carry out formative assessment through Assessment for Learning in each session and feedback is given to children verbally, through self/peer assessment and through marking. Teachers then use this assessment to influence their planning and inform support groups in early morning fluent in 30 time to support children who need further consolidation or help to address misconceptions. Children are rapidly identified as needing further challenge or additional support, and we ensure that this is provided in a timely manner.
- Timely Interventions: Teachers believe that all children can achieve in maths, and focus on whole class teaching. Where prerequisites are not secure, timely interventions will be carried out. We use formative assessment to provide post teaching support but also pre-teaching when appropriate and based upon assessment.
- Low Stakes Quizzing and Fluent Recall: We use a range of low stakes testing throughout the teaching cycle to assess attainment and progress. From Year 2 to Year 6, children complete regular tests in Arithmetic and Times Tables. Children have opportunities to consolidate learning and revisit prior learning using Mathematics homework platform.
- Summative Assessments: Children complete End of Block assessments for each unit of White Rose. Results are used to further inform planning and allow for tailored interventions groups to take place to ensure the objectives are secured and to provide consolidation opportunities in flashback sessions. Our Assessment Calendar also includes 3 key dates for capturing progress and attainment against National Curriculum Objectives. Assessments are carried out in Autumn, Spring and Summer terms using White Rose Assessments.
- Subject Monitoring: We regularly monitor the quality and impact of our mathematics curriculum through targeted learning walks, book scrutiny and pupil interviews. In addition to this, we survey our staff and pupils to identify their perception of mathematics and identify CPD needs.
In EYFS, we understand the importance of early experiences of maths, and have committed to ensuring that Mathematics permeates our continuous provision. Our approach places a significant emphasis on developing a strong grounding in number – understanding that this is a necessary building block for children to excel in the subject. This is why we are engaging with the Mastering Number programme from the NCETM to teach this fundamental skills systematically across the foundation stage. In addition, our EYFS provision follows White Rose so that children are provided with a smooth transition as they transition to the National Curriculum in Year 1.
The two key ELG’s for mathematics are:
- Have a deep understanding of number to 10, including the composition of each number;
- Subitise (recognise quantities without counting) up to 5;
- Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts
ELG: Numerical Patterns
- Verbally count beyond 20, recognising the pattern of the counting system;
- Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity;
- Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
Practitioners provide creative and engaging opportunities for children to ignite their curiosity and enthusiasm for the subject, while focusing on the three prime areas of: Communication and Language, Physical Development and PSED. Activities and experiences are frequent and varied, and allow children to build on and apply understanding of Numbers to 10. Concrete manipulatives are a key focus within sessions, as is the use of pictorial representations including Tens Frames and Part/Whole Models. Children are actively encouraged to use mathematical terminology within their understanding, with a focus on developing positive attitudes and interest in the subject.
In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes. We provide a range of opportunities for spatial reasoning with regard to shape, space and measure and children explore these concepts as well as receive explicit teaching to ensure they have a stepping stones to spring from in Year 1.
With our firm belief that knowledge is transferable, our pupils are given every opportunity to participate in a wide range of learning experiences beyond their classroom. Cultural Capital is the essential knowledge that children need to prepare them for their future success – in the world of work, in relationships forged throughout life and as a valued contributor to society. Therefore, our aim is to give children the knowledge and skills to prepare them for what comes next in their lives. This includes the relevant vocabulary needed throughout their education and the opportunity to link maths to real-world problem solving. Children have opportunities to apply mathematics in Design Technology, Science, Computing, Art as they explore pattern, shape and design, history as they explore timelines, geography in maps/scales/time zones and music as they learn about rhythms and beats in compositions. Maths contains a wealth of knowledge and concepts that are essential for future success and is weaved throughout our curriculum as we prepare our chilldren for the future.