Maths is a vital skill for all of our children, both now and as they move forwards in their lives, in education and employment. We believe in the potential of all of our children and that all children CAN and WILL achieve in maths. Our curriculum is progressive and designed to ensure that our children are ready for key transitions in their school life- from EYFS to Year 1, Year 2 to Year 3 and from Year 6 into secondary school.
We use a mastery based approach to teaching maths, using concrete apparatus and pictorial representations to support all children in their understanding of mathematical concepts.
We believe that all children should have good fluency skills to support their ability to reason and problem solve, and to help them to make connections between different areas of mathematics.
We believe that mathematical learning should be deep and long lasting, and ensure that we focus on understanding before coverage, empowering teachers to move through the curriculum at a pace that is responsive to the needs of their children, ensuring that all children are challenged, but everyone moves at broadly the same pace.
What do we teach? What does this look like?
We follow the White Rose scheme and small steps progression. Teachers are encouraged to use these materials and to adapt them for their cohort/ class.
- Review (pre-requisites and prior learning)
- Teaching input
- Teaching input
- Independent practice
- Dive Deeper questions/ challenge
There may be variations in this from day to day, with teachers breaking down new learning and practice into even smaller steps.
What will this look like?
By the time children leave our school we aim for them to be:
Fluent in the fundamentals of mathematics with a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. They should have the skills to solve problems by applying their mathematics to a variety of situations with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios. Children will be able to reason mathematically by following a line of enquiry, and develop and present a justification, argument or proof using mathematical language.