Mrs Faulkner - Maths Lead

"Mathematics is not about numbers, equations, computers, or algorithms: it is about Understanding." - William Paul Thurston

Mathematics is a creative and highly interconnected 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 and most forms of 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.

Every Child Numerate

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. - National Curriculum 2014

We believe that the essential components to teaching maths effectively are:

• A logically sequenced and carefully planned curriculum so that children make progress (why this, why now?)
• An emphasis on automaticity with mathematical facts (knowing more and remembering more) We use our Basic Skills sessions to ensure this happens
• A focus on problem solving and the development of mathematical thinking
• Consolidation and repetition of key learning (we have consolidation time built into lessons and the Basic Skills sessions for number consolidation)
• Assessment to ensure pupils have acquired understanding and automaticity in the facts, concepts and procedures required (careful analysis of this is carried out)

EYFS

• We follow the EYFS curriculum guidance for mathematics and use the White Rose curriculum to support our curriculum. We are committed to ensuring the confident development of number and put emphasis on mastery of key early concepts. Pupils initially explore the number system to 20 and the development of models and images for numbers as a solid foundation for further progress. Pupils are involved in manipulating numbers through calculation processes. Pupils also learn about pattern, shape and space and measure through a range of teaching and practical activities.

KS1 and Lower Key Stage Two  

• In KS1 and lower KS2, the implementation of the National Curriculum is supported by White Rose planning guidance.  Teachers use and follow the above documentation alongside Target My Maths to plan and deliver their lessons. Whilst delivering on this, there is also the opportunity to build in additional consolidation lessons if needed or lessons to deepen children’s understanding. In addition to White Rose planning, teachers also plan for the consolidation of a previously taught skill that isn’t number based.

Upper Key Stage Two

• In upper KS2, the implementation of the National Curriculum is supported by the White Rose Maths Schemes of Learning. Teachers use and follow the above documentation (which is in line with the White Rose Maths Schemes of Learning) alongside White Rose to plan and deliver lessons. This is meant as a guide for teachers and there isn’t an expectation that this is solely used and followed – other resources can also be used to support the effective delivery of the National Curriculum objectives. Within each maths lesson there is a planned basic skills slot, a consolidation activity and then the objective for the lesson.