We approach our Maths learning with a Growth Mindset!

We recognise that mathematics underpins much of our daily lives within the 21st century and as such this means delivering a mathematics curriculum that is fully inclusive of all children and one that strives for the mastery of concepts by all learners. We celebrate the learning journey of mathematical understanding and promote critical thinking in mathematics, as opposed to simply finding the answer. We believe that children make the best progress in maths when units are delivered across sustained methodical blocks with specific steps of progression, which allow all children to master skills. We encourage our children to explore different strategies and to understand that mistakes are part of the learning process. In recent years, we have amended our mathematics curriculum using the approach championed by White Rose Maths.

Through our maths curriculum we intend to:

• Develop children’s understanding of concepts using concrete and pictorial learning whilst enabling our children to also practise formal written methods.
• Encourage critical thought and communication between children in order to deepen understanding and foster collaboration.
• Create articulate and dynamic mathematicians, who can explain both their own and others mathematical processes.
• Have a secure knowledge of times tables and corresponding division facts to enable use to thrive as mathematicians.
• Provide opportunities to apply mathematical skills to different contexts with reasoning and problem solving at the heart of our curriculum.
• Give children independence and autonomy to challenge themselves.
• Remember what we have learnt having studied topics over longer blocks and having regularly re-visited concepts throughout the year.
• Support all children to make good progress in mathematics.

How we implement our maths curriculum

Planning begins with the high expectation that every child can achieve. A thorough understanding of the children’s needs together with rigorous and ongoing formative assessments enable teachers to plan effective and progressive units.  We ensure that units are taught in a way which allows for deep learning which will be remembered by pupils. This ensures a mastery approach and rigorous coverage of the National Curriculum. Within short term planning, clear small steps of progression between units build on children’s prior learning, leading to a secure grasp of concepts. Activities and tasks are planned to meet the needs of all the children in the class. Lessons are differentiated – extending children by deepening their understanding rather than accelerating them through the curriculum. Class teachers also regularly plan for opportunities for children to apply their maths skills to different problems within maths lessons, in turn allowing children to revisit, practise and consolidate different areas of Mathematics.

To deliver our maths curriculum we will:

• Provide clear and thoughtful differentiation to meet the needs of all learners – extending children by deepening their understanding rather than accelerating them through the curriculum.
• Plan opportunities for children to apply their maths skills to different problems within maths lessons, in turn allowing children to revisit, practise and consolidate different areas of Mathematics.
• Use daily flashbacks to re-visit and remember key concepts and skills.
• Address misconceptions during lessons
• Build and teach from a concrete understanding of concepts where children are manipulating objects and learning pictorially.
• Progress onto learning abstract representation culminating in children applying their knowledge to different situations.
• Encourage and support our children to communicate their understanding of Maths using mathematical vocabulary and stem sentences to clarify their thoughts.
• Ensure all lessons include a mixture of fluency, reasoning and problem solving.
• Provide intervention for children who need extra support with mathematical concepts.
• Provide differentiated homework to consolidate learning.