Maths

Intent

At South Wootton Infant School we aim to provide a relevant, challenging and enjoyable mathematics curriculum for all children. Maths is all around us, in everything we do; therefore we ensure the children are able to recognise the importance of maths in the wider world. We believe depth is more important than speed. Children learn to think mathematically as opposed to reciting formulas they don’t understand. We want all children to enjoy Mathematics and are committed to developing children’s curiosity about the subject. We want all children to experience success in the subject, with the ability to reason mathematically, make links to known facts, and use mathematical language. Understanding of concepts will be challenged through solving problems by applying their mathematic knowledge. We will equip children with the foundations of mathematics that are essential to everyday life.

Implementation

· We follow the Mastery approach.

· We encourage depth of learning not acceleration - aim to deepen level of understanding by challenging conceptions

· Teachers use variation & intelligent practice - select numbers, exercises, tasks carefully so relationships or concepts are made apparent by changing only one thing.

· All pupils are expected to achieve.

· We use the White Rose Maths scheme of work as a basis for our maths planning which identifies the logical steps of progression.

· The Maths curriculum has been planned to ensure that all children are given the opportunity to work practically with a range of concrete resources and representations to help their understanding of mathematical concepts. (CPA approach)

· Mixed ability whole class teaching – differentiation can mean careful questioning to support or extend.

· We use the I do, we do , you do approach to give extra time to develop understanding.

· Teachers understand what prior learning is required to make sure there are firm foundations.

· Identify any difficult points and prepare how to address misconceptions.

· Within each small step there will be coverage of a range of reasoning, problem solving and fluency activities, the three core areas of the national curriculum. These help the children develop their problem solving skills and demonstrate their fluency knowledge.

· Fluency is a high priority, we take part in the NCETM Mastering Number program 4 times a week. These maths meetings provide children with opportunities to develop mathematical fluency and see the maths for themselves.

· We ensure that children know the key aspects by revisiting the learning each week during early morning starters (Y2), challenges (Y1) and continuous provision (EYFS) to ensure they can apply it.

· Weekly mental maths sessions to practise arithmetic skills.

· The maths learning environment is designed to give children open access to resources. Each classroom will have a maths ‘working wall’ which will be updated to reflect the current unit of work and should display key vocabulary, stem sentences, models and images and examples of children work.

· Teachers highlight success criteria after each session to say whether achieved or not.

· White Rose end of unit and term assessments used to assess each unit.

· Reasoning/Problem solving question answered in each session.

· Regular CPD for Maths lead.

· Regular staff meetings/insets to update all staff CPD.

Impact

We believe a mathematical concept and skill has been achieved when a child can show the mathematical concept in multiple ways, use mathematical language to reason and can independently apply the concept to new problems in unfamiliar situations. Our children are happy, assured and resilient mathematicians who relish the challenge of maths!

If you were to walk into a Maths lesson at SWIS you would see:

· Children confidently using concrete resources/representations to support them with their maths learning.

· Adults modelling language during the lesson.

· Children who are curious and keen to problem solve and challenge themselves.

· Children who love maths.

How equality, diversity and citizenship is embedded in Math teaching and learning.

· We provide real-life contexts which engage learners’ curiosity and make them want to use maths to explore patterns and formulate ideas about the world, for example inviting HSBC in to work with the children.

· We encourage children to apply simple numerical facts, skills and reasoning to real-life problems.

· We believe everyone should have the same opportunity to achieve their full potential and to be successful in Maths- whatever their background, ability or identity. Children are all taught the same objective. We focus on helping students acquire a deep and long-term understanding of maths they can use in different real-life situations.

· White Rose pictures are inclusive using images of children with different disabilities and ethnical race.

Maths Vocabulary ProgressionMaths Skills and Knowledge ProgressionMaths Pupil Voice