Maths

Intent

We believe that all children, whatever their ability, should have access to a broad, balanced and relevant curriculum, in line with the national curriculum programme of study. We want all of our children to develop a love for maths and to develop a ‘can do’ attitude to mathematics, having confidence in their ability to achieve. The Early Years Framework provides the foundation for our maths curriculum, promoting a love of maths learning in our youngest children.

We want to encourage:

A love for and enjoyment of maths lessons.
Fluency in all number facts appropriate to age.
The development of a deep understanding of knowledge, concepts and skills.
A resilient and positive mind-set that raises self-esteem.
Problem solving skills to enable children to reason and justify their findings.
The ability to become an independent learner within the process.

We aim to ensure that pupils:

Are fluent in the basics of the number curriculum specifically number bonds and times tables, through daily practice in school and at home.
Are able to make connections between different content and concepts in order to develop fluency.
Are able to apply strategies to solve problems within daily maths lessons.
Can reason logically, using correct technical vocabulary, through active discussions with their peers and teachers.
Are able to access interventions when their understanding is not secure.
Are challenged at a level appropriate to their understanding.

Implementation

Children in the EYFS are taught the Early Learning Goals for Mathematics from the ‘Statutory framework for the Early Years Foundation Stage,’ which has been effective since September 2021. Planning for this comes from the Lancashire Maths Team’s documents; Sequences of Learning and Learning and Progression Steps. From these documents our team are able to produce a detailed and coherent maths curriculum which is exciting and accessible for all children.
Years 1, 2, 3 and 4 are following the Red Rose Mastery scheme written by the Lancashire Maths Team which incorporates the objectives of the national curriculum within a mastery approach. Year 5 are also piloting it throughout the year. For more information about the mastery approach, please click here.
Year 6 are currently following the Lancashire Plans which reflect the National Curriculum objectives for this year group. Teachers are adopting some of the features of the Mastery approach within their daily lessons as good practice, but also in readiness for the Red Rose scheme when it becomes available.
We have both written and mental calculation policies which ensure that all children are taught the same strategies and methods within their maths lessons.
We place a high priority on children working mentally where possible and encourage them to do so before resorting to formal written methods.
Children will engage in daily counting activities to develop their numerical fluency and they will also practise table facts and number facts regularly both at home and at school so that the fundamentals of number become established.
We use other materials to supplement schemes. These help to further develop problem solving and reasoning skills. They include: Testbase, Gareth Metcalfe’s problem solving materials, NRich and White Rose problems and puzzles.
Children are assessed daily throughout the maths lesson through observation, questioning and any written jottings. This identifies individuals who need further practice or guidance. It also aids planning for next steps and highlights gaps in learning. Children in Years 1 to 5 also have written learning checks at the end of each unit of work as well as an end of term written test.
Children in Year 6 are assessed daily similarly to Years 1 to 5. They have formative written tests at the end of each term and a summative test at the end of each Year.
All children in Key Stage 1 and 2 are summatively assessed using NFER materials
All children in Key Stage 2 have weekly times table tests. Children in Year 2 will have written times table checks in the summer term. The Multiplication Tables Check (MTC) is taken by children at the end of Year 4 (usually in June).
All children in Key Stage 1 and 2 complete weekly arithmetic tests with appropriate strategies being discussed.
Children in Key Stage 1 and 2 will sit statutory SAT tests during the summer term.
SEND children. We use LAPs to identify where children are developmentally with regard to maths, and at times, we need to plan additional materials to meet individual needs.
Any child entitled to Pupil Premium, will access additional support as needed.

Impact

Children thrive in their maths lessons and have a positive attitude towards maths and are resilient and engaged learners.
Teachers demonstate effective teaching of maths. They use a range of models and manipulatives to make their lessons interesting and relevant, ensuring children have thorough understanding.
Children are confident and have developed excellent skills when communicating their knowledge to others.
Children have a deeper understanding of key concepts and can relate them to other concepts and ideas.
Children maintain, consolidate and apply number facts in their maths lessons.
Children leave St Oswald’s as confident mathematicians ready for the Key Stage 3 maths curriculum.