The national curriculum for mathematics intends to ensure that all pupils:
- Become fluent in the fundamentals of mathematics, 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.
At Stockton Wood, we follow the White Rose Mastery Maths Scheme. The schemes of learning are organised into 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 curriculum subjects.
When teaching mathematics at Stockton Wood, we intend to provide a curriculum which caters for the needs of all individuals and prepares them for the next stage of their mathematical learning at secondary school; and to be able to apply their mathematical knowledge in everyday situations in order to be successful in life beyond school. Our curriculum allows children to better make sense of the world around them relating the pattern between mathematics and everyday life.
We incorporate sustained levels of challenge through varied and high-quality activities with a focus on fluency, reasoning and problem solving. The Mastery teaching of Mathematics requires pupils to explore Maths in depth, using mathematical vocabulary to reason and explain their workings. A wide range of mathematical resources are used and pupils are taught to show their workings in a concrete, pictorial and abstract form wherever suitable. They are taught to explain their choice of methods and develop their mathematical reasoning skills. We encourage resilience, adaptability and acceptance that overcoming barriers is often a necessary step in learning.
The intention is that the majority of pupils will move through the schemes of learning 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 mastery 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.
Every class from EYFS to Y6 follow the White Rose Schemes Of Learning which are based on the National Curriculum. Lessons may be personalised to address the individual needs and requirements for a class but overall coverage and consistency is maintained. We are part of the North West Maths Hub and both encourage and embrace collaboration with other schools.
We implement a concrete, pictorial and abstract (CPA) approach through high quality teaching delivering appropriately challenging work for all individuals. To support us, we have a range of mathematical resources in classrooms including Numicon, Base10 and place value counters (concrete equipment). When children have grasped a concept using concrete equipment, images and diagrams are used (pictorial) prior to moving to abstract questions. Abstract maths relies on the children understanding a concept thoroughly and being able to use their knowledge and understanding to answer and solve Maths without equipment or images.
Using the progression documents, the teaching of Mathematics year to year builds progressively on the skills taught in previous year groups.
Quality first teaching and effective teacher modelling ensures children are moving forward in their learning and receiving support promptly and effectively. Teachers refer to calculation policies to ensure consistency across year groups.
Teachers ensure children have the opportunity for self-assessment and for collaboration with their peers.
‘Working walls’ are in each classroom to provide key information for the children to refer to.
Retrieval of prior learning is a priority at Stockton Wood. Every class from KS1-KS2, complete daily Flashback 4 activities to revisit and reinforce key Maths concepts previously taught.
To enhance and support children’s basic number skills in school and at home, we use ‘Times Tables Rock Stars’ for multiplication revision, application and consolidation. We have also introduced White Rose Maths, ‘Minute Maths’ to secure basic number facts.
Throughout our teaching, we continually monitor pupils’ progress against expected attainment for their age, making formative assessment notes where appropriate and using these to inform our teaching. Summative assessments are completed at the end of each term using our SONAR assessment system; their results form discussions in termly Pupil Progress Meetings and inform future teaching and support. The main purpose of all assessment is to always ensure that we are providing excellent provision for every child.
As a school, we celebrate LLP Maths Party Day and NSPCC Number Day by holding whole school Maths themed days. We also plan competitions such as TTRS weekly battles to engage and enthuse children.
At Stockton Wood, we are part of the ‘Lifesavers’ programme for delivering our Financial Education Curriculum and are proud to have our own school bank run by cashiers made up from our school community: children, parent volunteers and school staff.
Mathematics in The Early Years.
Number fluency is continually developed within early years, our Mathematical curriculum covers ‘Number and Shape, Space and Measures.’ Children participate in short Maths sessions daily and are given time to explore mathematical concepts, test ideas, develop their understanding and practise taught skills through play. Maths can be found in all areas of our provision and children experience it in a purposeful and meaningful context within their play and daily routines. Children are encouraged to use their mathematical understanding and skills to solve real life problems and practitioners are trained to identify and extend opportunities to foster this.
Evidence in Knowledge
Pupils know how and why Maths is used in the outside world and in the workplace. They know about different ways that Maths can be used to support their future potential. Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations. Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times tables.
Evidence in Skills
• Pupils use acquired vocabulary in Maths lessons.
• They have the skills to use methods independently and show resilience when tackling problems.
• The flexibility and fluidity to move between different contexts and representations of Maths impacts upon resilience and enjoyment.
• Children show a high level of pride in the presentation and understanding of their work.
• The chance to develop the ability to recognise relationships and make connections in Maths lessons enthuses children.
• Teachers plan a range of opportunities to use Maths inside and outside school.
Through discussion and feedback, children talk enthusiastically about their Maths lessons and speak about their love of learning. They can articulate the context in which Maths is being taught and relate this to real life purposes. Children show confidence and believe they can learn about a new Maths area and apply the knowledge and skills they already have.
At the end of each year we aspire for all children to have achieved Age Related Expectations (ARE) for their year group. Some children will have progressed further and achieved greater depth (GD). Children who require additional support through Individual Education Plans do so with the intent to narrow the gap between peers.
See Stockton Wood’s Maths Curriculum Overview by Clicking here