Intent

At Haselworth Primary School, we strive to provide an inclusive high-quality and engaging Mathematics curriculum which strives to empower our learners to make sense of the world around them. Its aim is to inspire, motivate and prepare all pupils to become confident, numerate individuals by developing their fluency, reasoning and problem-solving skills.

Essential Skills: Ensure children develop a strong foundation in basic arithmetic, including fluency in number bonds and times tables. 

Real-life Application: Teach children how mathematics is relevant to everyday life and future opportunities. 

Problem-solving and Reasoning: Foster the ability to solve problems, reason logically, and think systematically. 

Engagement and Enjoyment: Create a positive learning environment where children enjoy learning mathematics; they are encouraged to take risks and develop their mathematical curiosity. 

Implementation

The Foundation Stage

The programme of study for the Foundation stage is set out in the EYFS Statutory Framework.

Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers.

By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures.

It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes

Key Stage One and Two

Mathematics at Haselworth is planned and delivered within the framework of the National Curriculum. It is based upon a mastery-for-all curriculum which embeds high expectations with solid foundations.

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 have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems.

• can reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, a 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.

To ensure high standards of teaching and learning in Maths, we implement a curriculum that is recursive. There is a Maths overview which maps out the domain areas covered in each term for each year group. The domains are Number & Place Value, Addition & Subtraction, Multiplication & Division, Fractions, Decimals, & Percentages, Geometry, Measurement, Statistics and Algebra & Ratio (Upper KS2)

The domains are then broken down into learning journeys which detail links to specific objectives and skills that are taught in each year group each term and build upon the prior learning of the children.

When planning the learning journeys, class teachers map out the specific learning objectives that are being taught each lesson. Although these lessons are planned in advance, teachers will amend and adapt before, during and after the lesson.

At Haselworth, our approach to teaching maths includes:

• Lessons that are broken down into small, connected steps that gradually unfold a concept.
• Revisiting key topics through daily arithmetic teaching ensuring children are supported to become fluent.
• Using the ‘C-P-A’ (concrete – pictorial – abstract) approach to ensure that children understand the conceptual building blocks of maths.
• Using key mathematical vocabulary, including words and phrases, to enable children to confidently and clearly reason.
• Providing tasks which foster problem solving skills, both routine and non-routine.
• Following the I do, we do, you do approach initially and where appropriate to enable children to build confidence and make progress.
• Clear teacher modelling of expectations.
• Using whole-class, group, paired and individual learning opportunities to allow children to use what they know, explain their thinking and methods, and suggest alternative ways of tackling problems.
• Differentiated work to suit all abilities underpinned by the mastery approach and considered variation with opportunities for stretch and challenge for all learners.
• Using ongoing live assessment to provide children with regular and immediate feedback on their progress as well as summative assessment.
• Providing a variety of opportunities for linking maths learning inside and outside the classroom and within the wider curriculum. 

Year 1 and 2

The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools].

At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.

By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.

Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1

Years 3 and 4

The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.

 

At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.

By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. The multiplication tables check (MTC) is statutory for all Year 4 children in June.

Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.

Year 5 and 6

The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.

At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.

By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.

Pupils should read, spell and pronounce mathematical vocabulary correctly.

Inclusion including SEND / Pupil Premium / Higher Attainers

At Haselworth Primary School we teach Maths to all children, whatever their ability. Maths forms part of the school curriculum policy to provide a broad and balanced education to all children. Through high quality initial teaching, we provide learning opportunities that enable all pupils to make progress. We do this through appropriate task design which meets each child’s individual needs. Teachers will also take into account the targets set for individual children in their Individual Education Plans and Individual Behaviour Plans as appropriate. We recognise that learners have differing needs and provide suitable learning opportunities for all by matching the challenge of the activities to the ability of the child. We achieve this through a range of strategies:

• setting common learning activities that are open-ended and can have a variety of results;
• setting learning of increasing difficulty where not all children complete all tasks;
• setting specific learning according to individual needs and targets;
• grouping children by ability and setting different tasks for each group;
• mixed ability grouping which facilitates peer support;
• providing a range of challenges through the provision of different resources and scaffolds;
• using additional adults to support the work of individual children or small groups.

Equality

All teaching and learning of Maths will ensure that every child has the right to be included and supported as far as possible in the knowledge that there is equality in terms of opportunity, social background, race, gender and disability. The religious beliefs of pupils and their families will be respected at all times.

Assessment and Recording

Formative assessment: Teachers assess children’s work in Maths by making assessments as they observe them working during lessons and through marking/feedback. They record the progress that children make by assessing the children’s work against the learning objectives. Assessments are recorded on the learning journeys. Teachers annotate the planning and amend/refine as required to meet the needs of learners. Teachers implement regular assessments and feedback to ensure children progress and maintain high standards in their mathematical skills.

Summative Assessment:

• Individual records on the school’s digital platform.

• Optional SATs Maths Test at the end of Key Stage One (Y2)
• Termly PUMA assessment from Year 3-5 to track comprehension skills.
• MTC in Year 4
• KS2 SATs and the teacher assessment in Year 6

Pupil progress meetings, between each class teacher and the head teacher, take place each term, in which children’s progress, achievements and areas for development are identified and steps put into place to close any gaps.

Teachers then use the data to plan the future work of each child and to make an annual assessment of progress for each child, as part of the annual report to parents. Each teacher passes this information on to the next teacher at the end of each year as part of the school's transition processes.

Health and Safety

In line with the school's health and safety policy, children are instructed in the safe use of all equipment especially when using heavy weights and using drawing compasses. Care needs to be taken when the younger children are using small apparatus such as counting objects.

Impact

The monitoring of the standards of children’s work and of the quality of teaching in Maths is the responsibility of subject leader who is the SLT member of the STEM and Wellbeing Curriculum Team. The work of the subject leader also involves supporting colleagues in the teaching of maths being informed about current developments in the subject and providing a strategic lead and direction for the subject in the school.

 

The subject leader has time within school in order to review evidence of the children’s work and undertake drop in visits of maths teaching across the school. The following information outlines how subject leaders monitor, evaluate and review their subject:

• Subject Leaders use self-evaluation and write clear action plans and ensure that they are understood by all those involved in putting the plans into practice, including staff who are new to the school. These are reviewed termly and contribute to the monitoring, review and evaluation of the school development plan.
• Subject Leaders develop a cycle of monitoring throughout the school for the academic year, ensuring that they are able to make judgements about the standards within their subject. This includes learning walks, planning and books looks, pupil conferencing, internal/external moderation and working with LA advisors to monitor standards.
• Subject leaders report their impact to Governors
• Subject Leaders ensure that teachers are clear about the teaching objectives in lessons, understand the sequence of teaching and learning in the subject, and communicate such information to pupils.
• Subject Leaders ensure curriculum coverage, continuity and progression of skills in their subject for all pupils, including those of high achievers and those with special educational or linguistic needs;
• Subject Leaders establish a clear, shared understanding of the importance and role of the subject in contributing to pupils’ spiritual, moral, social, cultural, mental and physical development, and in preparing pupils for the opportunities, responsibilities and experiences of adult life.
• Subject Leaders use data effectively to identify pupils who are underachieving in the subject and, where necessary, create and implement effective plans of action to support those pupils;
• Subject Leaders create a climate which enables other staff to develop and maintain positive attitudes towards the subject and confidence in teaching it.

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