MATHEMATICS CURRICULUM STATEMENT

‘Mathematics is not about numbers, equations, computations, or algorithms: it is about understanding.’

William Thurston

INTENT

What will take place prior to classroom teaching?

IMPLEMENTATION

What will our Mathematics provision look like in the classroom?

IMPACT

What will be achieved as a result of our Mathematics curriculum teaching?

The senior leadership team will:

· Lead the school staff to develop a clear overarching curriculum intent which drives the ongoing development and improvement of all curriculum subjects.

· Ensure that the curriculum leaders have appropriate time to develop their specific curriculum intent through careful research and development.

· Provide sufficient funding to ensure that implementation is high quality.

The Mathematics subject leader will:

· Understand and articulate the expectations of the curriculum to support teaching and support staff in the delivery.

· Ensure an appropriate progression of Mathematics skills and knowledge is in place over time so that pupils are supported to be the best that they can be, and challenge teachers to support struggling children and extend more competent ones.

· Ensure an appropriate progression for vocabulary is in place for each phase of learning, which builds on prior learning.

· Keep up to date with current teaching research and subject development through an appropriate subject body or professional group.

The class teacher will:

· Apply the long-term plans to create teaching sequences which ensure appropriate and cohesive coverage of knowledge, skills and vocabulary.

· Pursue training/support for any particular personal subject knowledge and skills gaps prior to teaching.

· Ensure that resources are appropriate, of high enough quality and are plentiful so that all pupils have the correct tools and materials.

Teaching and learning in Mathematics:

What daily Maths provision entails

·Number fluency session – 10 to 15 minutes.

·Maths lesson – following mastery approach where all pupils access the whole curriculum developing fluency, reasoning and problem solving at a level that challenges them.

· Lesson structure: fluency – new learning, practice skills. Reasoning & problem-solving activities – all children (wherever possible) access this at a level appropriate to the child.

· Each class is taught mathematics as a whole, with no differentiation by acceleration to new content. The learning needs of individuals are addressed through careful scaffolding, questioning and appropriate rapid intervention where necessary, to provide the appropriate support and challenge.

·The reasoning behind mathematical processes is emphasized. Teacher/child interactions explore how answers are obtained as well as why methods worked and what might be the most efficient strategy to use in different situations.

·Precise mathematical language is used by teachers so that mathematical ideas are conveyed with clarity and precision. ‘Mathematical talk’ is given high status children have many opportunities to talk about and evaluate their mathematics during lessons.

·Conceptual variation and procedural variation are used extensively throughout teaching. This helps to present the mathematics in ways that promote deep, sustainable learning.

· All classes use DfE ready to progress documents to plan from NCETM curriculum maps used to show what is taught when.

·Reception, Year 1 and Year 2 pupils. complete DfE Mastering number activities 4 times a week.

·KS2 pupils complete Third Space Learning ‘Fluent in Five’ activities 4 times a week.

· All teachers follow the school’s maths ‘non-negotiables’ to ensure consistency in approach and provision.

· There is consistent use of ‘Five Big Ideas’ to ensure a mastery approach is embedded throughout the school.

· All lessons have opportunities for pupils to practice fluency in a variety of ways and to reason and problem solve, applying their knowledge.

·  Where appropriate within the teaching of other subjects, opportunities to use mathematical skills are maximised, in order to reinforce and apply understanding in meaningful contexts.

The Learning Environment

·Each class has a vocabulary wall to display current and previously taught vocabulary. This is used as reference to support learning activities.

·Concrete resources to support learning are easily accessible for all children and used appropriately in each maths learning session.

·Use of CPA (concrete/pictorial/abstract) approaches to support learning across the school, both within display and curriculum activities.

Our children will be:

· Engaged because they are challenged by the curriculum which they are provided with.

· Resilient learners who overcome barriers and understand their own strengths and areas for development.

· Continuously developing a positive and confident attitude towards Maths.

· Aware of the relevance of Maths in the real world.

· Able to develop an ability to solve problems, think logically and reason mathematically.

· Acquiring a secure understanding of the methods for each key area of the curriculum.

· Developing a progression of understanding, with appropriate vocabulary which supports and extends knowledge.

· Confident in discussing Maths, their own work and identifying their own strengths and areas for development.

·Able to demonstrate and make use of effective feedback so that the children know how well they have done and what they need to do next.

The Mathematics subject leader will:

· Collate appropriate evidence over time which evidences that pupils know more and remember more.

· Monitor the standards in the subject to ensure the outcomes are at expected levels.

· Organise ongoing CPD support based on the outcomes of subject monitoring to ensure that the impact of the curriculum is wide reaching and positive.

Monitoring Standards

· Teaching staff make use of EEF assessment tool to record and apply information from assessment activities.

· Termly pupil progress meetings involving SLT and teaching staff monitor pupil attainment and progression and identify learning needs.