Maths Vision Statement
We at St Elizabeth’s Primary School will ensure that all children have opportunities to:-
become fluent in the fundamentals of maths, 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 with accuracy.
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.
reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
Curriculum Intent
At St. Elizabeth’s we make sure the programme of study provided by the Department of Education is adhered to and catered for ensuring that all children have access to high quality maths teaching.
Purpose of study
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 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.
Aims
The national curriculum for mathematics aims to ensure that all pupils:
- 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.
The expectation is that the majority of pupils will move through the programmes of study 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 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.
Therefore, at St. Elizabeth’s we intend to:
- Ensure our children have access to a high quality maths curriculum that is both challenging and enjoyable.
- Provide our children with a variety of mathematical opportunities, which will enable them to make the connections in learning needed to enjoy greater depth in learning.
- Ensure children are confident mathematicians who are not afraid to take risks.
- Fully develop independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement.
As recommended by OFSTED, teachers remember that it is not possible for pupils to develop proficiency by emulating expertise, but by emulating the journey to expertise (OFSTED 2021).
Curriculum Implementation
The National Curriculum for mathematics aims to ensure that all pupils:
- Become fluent in the fundamentals of maths, through varied and frequent practise with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly with accuracy.
- 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.
- Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
In St. Elizabeth’s all these aims are covered by:
- Daily calculation sessions .
- Regular mental maths teaching, relevant to each year group expectations.
- The use of concrete resources to help children connect ideas and integrate their knowledge so that they gain a deep understanding of mathematical concepts.
- Dedicated investigation / problem solving lessons , allowing children to learn perseverance when seeking solutions to non-routine problems.
- The use of ‘big maths’ weekly to give formative assessment of year group objectives.
- Encouraging children to discuss and give reasons for their answers using mathematical language at every opportunity.
- Use Times Tables Rockstars and consistent songs throughout the school to support times tables fluency.
At St. Elizabeth’s Catholic Primary children study mathematics daily using White Rose medium term plans, covering a broad and balanced mathematical curriculum, including elements of number, calculation, geometry, measures and statistics. Alongside daily maths sessions an additional 15 minutes a day is spent focusing on each of the 4 calculations (addition, subtraction, multiplication, division and fractions). This approach builds fluency and precision in these areas, teachers vary the way children answer, using inverse operation and missing number questions.
Due to the interconnected nature of mathematics, at St. Elizabeth’s we aim to teach maths in a cross curricular manner as well as discretely to teach the practical application of mathematical skills. We focus on mathematical methods as well as mathematical vocabulary and Mastery to broaden and deepen mathematical understanding.
We aim for each child to be confident and fluent in each yearly objective and to use this knowledge in developing a greater depth understanding when solving routine or non-routine maths problems. We use a range of textbooks which include: Target your Maths and online resources including Classroom Secrets, which gives a structured approach to knowledge, fluency and problem solving to throughout the school to ensure a curriculum that is specific to each child’s learning needs.
From the 2019/20 academic year onwards, schools in England will be required to administer an online multiplication tables check (MTC) to year 4 pupils. The purpose of the MTC is to determine whether pupils can recall their times tables fluently, which is essential for future success in mathematics. It will help our school to identify pupils who have not yet mastered their times tables, so that additional support can be provided. To support the children with their multiplication practice we use ‘Times Table Rockstars’ as an online and fun learning platform which also offer resources to be used in the classroom.
Curriculum Impact
We use both formative and summative assessment information every day, in every lesson. Staff use this information to inform their short-term planning and short-term interventions. Along with autumn and summer formal Maths assessments, this helps us provide the best possible support for all of our pupils, including the more able.
Assessment information is analysed by Subject Leads, SLT and Headteacher as part of our monitoring cycle. Pupil progress reviews are conducted half termly (formative) and termly (summative). This process provides the SLT and Governors with an accurate and comprehensive understanding of the quality of education in our school.
We set out our monitoring cycle at the beginning of each academic year. This identifies when monitoring for all year groups is undertaken in all subject areas. Monitoring includes: book scrutinies, lesson observations, talking to pupils and/or learning walks.
All of this information is gathered and reviewed. It is used to inform further curriculum developments and provision is adapted accordingly. Ultimately, by the time children leave our school they will:
- Be fluent in the fundamentals of mathematics with a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- Have the skills to solve problems by applying their mathematics to a variety of situations with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios.
- Be able to reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.