Maths
FPS Maths Curriculum Statement
Intent Why do we teach this? Why do we teach it in the way we do?
Mathematics is an important creative discipline that helps us to understand and change the world. We want all pupils at Flintham Primary School to experience the beauty, power and enjoyment of mathematics and develop a sense of curiosity about the subject with a clear understanding.
At Flintham Primary School our aim is to develop children as mathematicians with a focus on ensuring all maths learning leads to depth and mastery, which challenges the children and ensures a solid foundation for future learning. We promote and foster a ‘can do’ growth mindset attitude so that all children can achieve and enjoy mathematics. We use mistakes and misconceptions as an essential part of learning and provide challenge through rich and sophisticated problems.
We aim for all pupils to;
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become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
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be able to solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios
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reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.
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have an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately to be successful in mathematics.
Implementation What do we teach? What does this look like?
Our maths curriculum is shaped by our school vision which aims to enable all children, regardless of background, ability, additional needs, to flourish to become the very best version of themselves they can possibly be. We teach the National Curriculum, supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced for appropriately to maximise learning for all children.
At Flintham Primary School, from Year 1 to Year 6, we use White Rose Maths to plan and teach from. Children are taught maths every day. A yearly overview for each year group suggests what should be taught in each term. Each term, the objectives in each block are broken down into a series of carefully planned small steps. Each unit builds upon learning from the previous year group and has been designed so that links between concepts can be made, enabling children to deepen their understanding, as well as making connections across the different areas of learning. The White Rose uses the Concrete, Pictorial Abstract approach (CPA) in order to develop children’s mathematical understanding. It is a system of learning that uses physical and visual aids to build a child’s understanding of abstract topics. Pupils are introduced to a new mathematical concept through the use of concrete resources (e.g. fruit, Dienes blocks etc). When they are comfortable solving problems with physical aids, they are given problems with pictures – usually pictorial representations of the concrete objects they were using. Then they are asked to solve problems where they only have the abstract i.e. numbers or other symbols. Building these steps across a lesson can help pupils better understand the relationship between numbers and the real world, and therefore helps secure their understanding of the mathematical concept they are learning.
Reasoning and problem solving is embedded within each of the units. In each lesson, children are asked to reason and prove their understanding at a deeper secure level. Following White Rose and using the CPA approach from Reception through to Year 6 ensures that children are building on their previous teaching and knowledge. This allows children to become confident using the different approaches to learning and enjoy maths. Once children have mastered the basic skills they are taught how to transfer these skills to problem solving and everyday situations.
Due to the mixed age classes at FPS, the school follows the White Rose Maths mixed age planning, where units are combined e.g. covering place value at the same time, however the small steps are taught to the individual year groups.
A Typical Lesson
Lessons across school typically start with a fluency activity/warm up that builds on previous learning. During these sessions children will revisit previous teaching not only from the topic currently being taught but also from previous learning. The use of fluency activities allow children to move at their own pace, using their preferred methods. The main lesson input is modelled by the teacher and a number of examples are worked through as a group using the I do, we do, you do method. Children are then encouraged to work independently with scaffolding to support. Concrete apparatus is available to them. Children who have mastered the activity will have the opportunity to further the depth of learning by completing greater depth challenges.
EYFS Maths
In the EYFS, a planning document has been developed especially for Early Years and Reception, linking the White Rose Reception guidance and Numberblocks (NCTEM) to give children the foundation and skills they need to progress with their maths and prepare them for maths in Year 1. All children have a daily maths session in order to develop their mathematical understanding to meet the needs of the EYFS Early Learning Goals; the two strands of Mathematics taught in the EYFS are Numbers and Number Patterns.
Each session begins with a fluency fact focus and then moves onto the main part of the session where we work on a number a week, within which pupils are taught to make connections and apply their understanding of mathematical concepts. To challenge children further, we often have a maths challenge group which supports children in extending their learning; often applying the new skills taught in a context or as a problem. Due to the nature of the EYFS curriculum, there are lots of opportunities for retrieval; revisiting topics throughout each term and using the continuous provision to practise and apply skills taught in lessons.
Calculation Policy
One of the key elements in lessons throughout the school should be on developing the children’s mental calculation strategies alongside developing the children’s written calculation strategies as laid out in the Written Calculation Policy for addition, subtraction, multiplication and division.
Flintham Fluency Facts
As a staff, we have developed ‘Flintham Fluency Facts’ across all year groups which is taught through a short session separate to the main maths lesson. The aim of this is for children to become fluent in key number facts to reduce cognitive load when learning new methods and strategies. The fluency facts are progressive from Reception to Year 6; with some facts repeated and revisited to ensure they become embedded. We also use the White Rose ‘Flashback Four’ which is a series of quick questions covering topics from the previous lesson, last week and from topics earlier in the year, once again with the intention to recap and ensure essential skills are regularly revisited and retrieved to strengthen retention.
Home Learning/Embedding Learning
All children have access to their own personal account of ‘Times Tables Rockstar’ where they can compete against other pupils and classes at home. Every term in our special assembly, we celebrate the children who have taken part in Times Tables Rockstar and certificates are awarded to the top three in each year group, from Year 1 to Year 6 and the top three year groups combined.
Impact
By the end of KS2 we aim for children to be fluent in the fundamentals of mathematics with a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. They should 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. Children will be able to reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.
In order for this to happen, the mathematics lead takes responsibility for the monitoring of the Mathematics curriculum and the standards achieved by the children. The Mathematics leader will monitor for appropriate pitch and progression at least once a term. This monitoring takes the form of:
1. Lesson observations and feedback;
2. Learning walks and pupil voice conversations;
3. Planning scrutiny followed by support where necessary;
4. Book scrutiny termly and book scans frequently;
5. Termly data analysis;
Data is collected termly via O'Track. O'Track records the progress that pupils are making with their maths work. This will record whether children are working towards, at or exceeding the age related expectations. All teachers contribute to a termly pupil progress meeting with the Head Teacher where the data is analysed and targets are made by highlighting pupils who have made little progress and focusing on their next steps.
End of year impact is a measured through end of Key Stage assessments in EYFS and Year 6. In Years 1, 3, 4 & 5 NFER tests are used in the Summer Term.
Our Curriculum Documents - Mapping and Progression
Whole School Mapping Overview
Whole School Maths Mapping Overview
Whole School Fluency Facts Mapping Overview