Mathematics

Intent

We aim to equip pupils with the tools to understand Maths. These tools include reasoning, problem solving and the ability to think in abstract ways. Mathematics is integral to all aspects of life; with this in mind, we strive to ensure that our children develop a healthy and enthusiastic attitude towards mathematics that will stay with them and support them in the next stage of their education and beyond. At each stage of learning, children are actively supported to reach their full potential as mathematicians.

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 develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, 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.

Implementation

All teachers follow a termly overview plan from White Rose Maths and are encouraged to design lessons using a range of resources to engage children. A typical Maths lesson provides the opportunity for all children, regardless of their ability, to become confident and capable learners through whole class teaching. We are committed to building on prior learning and enabling our children to demonstrate a deep, conceptual understanding of each topic that they can develop over time.  Reasoning and problem-solving skills are explicitly taught to enable children to become independent learners who are prepared to take risks.

Impact

The impact of our Maths curriculum is that at the end of Key Stage 2 our pupils achieve and make progress in line with other pupils nationally, evident through:

• Fluency in their recall of key number facts and procedure.
• Accuracy in the formal calculation methods for all four operations.
• The flexibility and fluidity to move between different contexts and representations of mathematics.
• The ability to recognise relationships and make connections in mathematics
• The confidence and resilience to reason mathematically and solve a range of problems.
• Use Maths confidently across the curriculum.
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