Intent

We aim to fulfil the requirements of the National Curriculum for Maths; providing a curriculum in which mastery is a ‘deep, sustainable conceptual understanding for all’ whilst ensuring that the development of concepts, knowledge and skills is progressive.

At St Luke’s, we aim to achieve this through talking about, investigating and representing mathematical concepts. Children will grow to ‘notice’ number and invest the time in experimenting, solving, concluding and explaining these patterns. They will appreciate that mental calculations and written procedures, when chosen appropriately, can be performed efficiently, fluently and accurately to attain solutions. They will develop a breadth of understanding of number, parts of a whole (fractions, decimals & percentages), geometry, measure, statistics and problem solving and will be able to apply this to the world around them.

The aim of teaching Maths at our school is:

• To develop pupil’s love of a creative and fun subject where skills are developed within a climate of trust and experimentation. Where mistakes are valued as learning points.
• To develop the courage to solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios by ensuring the children becoming fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• To give and instil hope that they have the skills to prepare them for further education and beyond, and enable them to foster a sense of confidence in their ability to understand the need for mathematics for their successful future.

Implementation

At St Luke’s, the Early Years Framework and the National Curriculum is the core of our Maths curriculum. We use White Rose supplemented by a variety of Mastery based resources.

Our curriculum is designed upon a base of skills and knowledge that we want the children to learn. This is mapped out across the school in a progressive manner.  Teachers plans lessons from medium term planning documents, taken from the long term progression document.

Every lesson will:

• begin with a context, to ensure the mathematical concepts have meaning to the children and they are able to visualise and engage with the lesson.
• follow the necessary small steps of learning, through guided practise and independent application, to ensure all children are able to access and follow lessons through well thought out small, manageable progression points.
• have appropriate choices of manipulatives and representations available; these are important tools in helping the children to think and reason in more deep, meaningful ways.
• have high expectations on both the teacher’s and children’s use of mathematical vocabulary and answering in full sentences to ensure children can make links with mathematical concepts and have the tools to talk and discuss mathematical principles and make generalisations.

Impact

We aim for all children to achieve age related expectations in Maths at the end of KS2. In order to evaluate the level to which children are retaining knowledge and are able to apply their learning to a range of situations, we use a range of techniques.

•  Regular feedback, marking and pupil voice feedback
•  Subject monitoring including book scrutinies
•  Regular low stakes assessment, using a range of approaches
• More formal assessment to track progress and identify gaps e.g. NFER/End of Key Stage SATs
•  Cross trust/HIAS moderation to ensure secure teacher judgements
• Cross curricular opportunities to apply the skills through other curriculum area

Progression of Learning

Long Term Overviews