Subject Lead: Miss Emily Bickerstaffe 

                                                                 Intent, Implementation & Impact Statement 

 

At Weeton St Michael’s C of E Primary School, our vision is to provide our children with a high-quality, inclusive education inspired by Christian Values. Excellent teaching and learning form the basis of all our work, delivered through a caring, creative ethos.

Our children are encouraged to have a positive attitude, develop resilience in their approach to learning, become confident in their own ability, be independent and motivated to achieve their full potential.

We believe that it is our duty to make learning fun, engaging, memorable, accessible and ambitious for all children, instilling in them a love of learning.

We take seriously our duty to teach children about the fundamental British Values of mutual respect and tolerance, democracy, the rule of law and individual liberty. These values are woven through our curriculum so that our learners leave us prepared for life in modern Britain.

Mathematics: Our Intent

At Weeton St Michaels we strive to develop a love of all things mathematical. Every child is equally important and so our children are fully supported to enable them to develop at a level that is appropriate to them. As well as engaging our children through fun activities, our lessons focus on developing deeper thinking, rehearsing methods and learning new facts. Through challenging word problems, missing a number of tasks and open-ended problem-solving where they explain their understanding, we challenge children to become masters of the subject. Children explain their answers rather than just giving a numerical answer and are encouraged to challenge others if they disagree and argue their case if they are convinced that they are correct.

We aim for our children to:

• Develop a positive attitude and approach to maths.
• Develop a secure understanding of the objectives being taught.
• Appreciate that maths is fundamental to all areas of the curriculum and the real world.
• Become confident at expressing their reasons and thinking using the correct mathematical language and vocabulary.
• Challenge and be challenged by peers in a safe environment
• Develop quick recall of the basic facts, including multiplication facts
• Be able to solve problems by applying their knowledge of different approaches.

At Weeton St Michael’s we use Lancashire Red Rose Mathematics. We adapt this curriculum so that it can be taught in mixed age classes. Our Mathematics curriculum supports pupils to meet the National curriculum end of Key stage 1 and 2 attainment targets.

EYFS

Mathematics in EYFS comes under two strands, each of which has an Early Learning Goal (ELG) below:

Number-Children at the expected level of development will: understand numbers to 10, link names of numbers, numerals, their value, and their position in the counting order, subitise (recognise quantities without counting) up to 5, and automatically recall number bonds for numbers 0-5 and for 10, including corresponding partitioning facts.

Numerical Patterns-Children at the expected level of development will: automatically recall double facts up to 5+5, compare sets of objects up to 10 in different contexts, considering size and difference and explore patterns of numbers within numbers up to 10, including evens and odds.

In EYFS, children are immersed in mathematical language and encouraged to use it within their open provision. They experience activities where they explore a number of understanding and show critical thinking in tasks that they take part in. Every opportunity is taken to talk about and experience numbers and problem-solving appropriate to our children.

Key Stage 1

The curriculum for KS1 aims to allow children to 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 of bonds to 20 and be precise in using and understanding place value. Fluency will be aided by emphasis on practice at this stage. In addition, pupils should read and spell mathematical vocabulary at a level consistent with their increasing word reading and spelling knowledge at KS1.

Key Stage 2

In lower KS2, pupils should become increasingly fluent with whole numbers and the four operations, including numbers 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.

Furthermore, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place values. 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 measures and numbers.

By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12-multiplication table, they should then show precision and fluency in their work.

Pupils should be immersed in mathematical vocabulary which they should be able to spell correctly and confidently, using their growing reading word knowledge and their knowledge of spelling.

In upper KS2, pupils should extend their understanding of the number system and place values to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratios.

Furthermore, 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 of solving a variety of problems. Teaching should consolidate and extend knowledge developed in numbers. 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 KS2, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. All pupils should read, spell and pronounce mathematical vocabulary correctly whilst also understanding the definition of mathematical vocabulary. This vocabulary should be used in their work accurately.

Our Mathematics Curriculum Topic Overview

Our progression document (appendix 1) details the precise knowledge taught in each unit of work.

Implementation

​Children will be taught in line with the National Curriculum objectives for their group year. Teachers will use the mastery approach and children will learn how to tackle mathematical questions in a series of different ways and representations. Children will take part in daily maths lessons where they will have access to a range of resources, including an area in class where children can independently choose their own resources. Children will be taught in line with the sequenced blocks of teaching specified in the Red Rose scheme of work. Lesson starters will allow children to revisit, consolidate and extend learning on a range of mathematical topics. Teaching will consist of well-targeted questioning which will assess understanding and challenge mathematical thinking. During the lesson, formative and summative assessment will enable the next steps of learning to be planned for assessments. Teachers will ensure class display, working walls and targeted resources are supportive and enrich learning. When appropriate, small group interventions will support pupils with mathematical concepts and allow them to develop their confidence in maths. Teaching will be enhanced through appropriate CPD and training, along with subject monitoring and supportive subject leadership.

We feel that every child can achieve in maths and is able to develop a secure knowledge and understanding of the many areas covered in this subject.
Staff plan their lessons in a way that is relevant to the class of children that they are teaching. Learning will not move on until staff believe that the children have a sound and secure understanding of a concept.

Children with Special Educational Needs and Disabilities

We ensure that all pupils can access the mathematics curriculum at their appropriate level. This is informed by pupil passports, assessments and discussions with senior leadership. We adapt planning to support the individual needs of each child using pupil passports to inform adaptation. We consider that the practical nature of our curriculum particularly supports SEND pupils to understand key mathematical concepts.  Children who struggle with a concept will be supported through practical resources and adult support.

More Able Children

We ensure that more able pupils can work independently.  We provide all children with opportunities for deeper learning e.g. challenges, reasoning questions. Children who quickly grasp a concept will be challenged to think deeply and reason about their learning.

Impact

Our curriculum is aimed at ensuring most children will achieve end of year expectations for their year group. Children will have a positive and engaged attitude towards maths, and they will be resilient in their work with a “can do” attitude and will talk enthusiastically about their maths learning.  Children will be confident in applying their maths skills in a range of familiar and unfamiliar context. Children will have made connections within their maths learning, but also with how their learning relates to the real world.

Assessment of impact forms an integral part of every math's lesson at Weeton St Michael’s. Staff continually look at the level of knowledge and understanding shown by the children being taught during every part of the maths lesson and make changes in their teaching to ensure that a solid knowledge and understanding are being developed.

Staff ensure that confidence and resilience continually develop in each and every child, taking the small steps to ensure an understanding in every lesson. Children are encouraged to explain their methods and understanding using mathematical vocabulary to ensure the correct answer is achieved.

At the end of every unit of work, children complete a formal assessment. This assessment is not undertaken straight after the unit has been completed. This is to ensure children are understood and are fluent in that unit. A formal assessment is carried out in Key Stage 1 and Key Stage 2 at the end of every term to ensure any gaps in learning are identified and then re-visited. This assessment, as well as daily staff assessment, is used to provide focused teaching on those children that need it. This assessment data is also reported to SLT.

Standards of teaching and learning in mathematics are monitored by the subject leader and headteacher. The subject each term will 

• Monitor pupils' work
• Interview pupils
• Evaluate assessments and identify trends in assessments
• Conduct a learning walk

We will review and develop the curriculum on an annual basis.