Intent
The intention of the maths curriculum at Claverley Primary School is that our pupils become fluent in the fundamentals of mathematics, be able to reason and to be able to solve problems. We endeavour to create a “Can Do” attitude to maths – we aim to not only develop the skills and understanding that are required for later life, but also to foster an enthusiasm and fascination about maths itself. We shape our Maths Curriculum to embed the vocabulary, knowledge, skills and processes that children require to allow them to use and apply their mathematical learning. We strive to ensure it is fully inclusive to every child regardless of their learning needs.
We aim to make Maths fun for children and help them to find enjoyment in number problems. Because when children are engaged in learning and enjoying maths, that’s when lessons really sink in and deep learning happens.
The 2014 National Curriculum for Maths aims to ensure that all children:
• 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
At Claverley Primary School, our aim is to increase pupil’s confidence in maths, allowing them to express themselves and their ideas using the language of maths with confidence and assurance.
At Claverley Primary School we aim to teach maths in a way that:
• Creates a nurturing, positive and enthusiastic environment in which children want to learn maths
• Gives all children the opportunity to be become fluent in mental calculation
• Promotes the acquisition of vocabulary, concepts and skills in a carefully structured way, allowing children to build on prior learning
• Allows time for conversations in order to develop mathematical vocabulary, thus strengthening reasoning skills
• Challenges children, encouraging them to take risks in their learning
• Delivers maths in line with the National Curriculum guidelines
Implementation
As we want pupils to become fluent in the fundamentals of mathematics, to be able to reason and to solve problems, we have chosen to follow a Mastery approach and use the WhiteRose to support this. The curriculum embraces the National Curriculum aims, and provides guidance to help pupils to become:
Visualisers – we use the CPA (concrete, pictorial, abstract) approach to help pupils understand mathematics and to make connections between different representations.
Describers – we place great emphasis on mathematical language and questioning so pupils can discuss the mathematics they are doing, and so support them to take ideas further.
Experimenters – as well as being fluent mathematicians, we want pupils to love and learn more about mathematics.
Teachers use WhiteRose Maths SOL to plan the sequence of lessons, choose suitable resources and help children take small steps to progression from Reception through to year 6. The Schemes of Learning make sure topics are introduced to children in a logical order (with opportunities to revisit and recall earlier learning throughout the year) to encourage deep learning and ensure children have the foundational knowledge they need, before moving on to more advanced maths concepts and tackling more challenging number problems.
In parallel, the Number Sense programme is used to support the acquisition of fluency and understanding of number from reception through to year 3. This is also used to support KS2 children with gaps, especially whilst the Number Sense is rolled out and also for those with other learning needs.
Teachers use their professional judgement to select resources to support these schemes of work to give the children a rich and varied diet of mathematical experiences together with opportunities to remember, rehearse and deepen their learning. adapted according to the needs of our pupils at that time. This adaptation is based upon summative assessment gap information, ongoing formative teaching judgements and pupil feedback. Teachers draw materials from a range of resources including the NCETM and NRich.
Yearly Overviews WR SOL
Addition and subtraction calculation policy July 2022 v2
Multiplication and Division models and calculation policy July 2022
National curriculum and ‘Ready to progress mapping
Impact
The successful approach to teaching maths at Claverley has led to good attainment by our children.
2018
100% Percentage of pupils reaching the expected standard in maths
27% Percentage of pupils achieving a high score in maths
0% Percentage of pupils absent from or not able to access the test in maths
108 Average scaled score in maths
2019 (cohort 17)
88% Percentage of pupils reaching the expected standard in maths
53% Percentage of pupils achieving a high score in maths
0% Percentage of pupils absent from or not able to access the test in maths
108 Average scaled score in maths
2020 (no tests taken – not all children returned after lockdown) (cohort 15)
2021 (no external tests – used 2018 as internal test)(cohort 17)
We monitor the impact of the maths curriculum in the following way:
Through learning walks, with feedback given to members of staff
Analysis of EYFS data; Key Stage 1 and Key Stage 2 SATs results by the maths coordinator with members of the SLT and with the Governing Body
Termly WhiteRose end of term (Progress in Maths Assessment) tests that enable us to track the progress and attainment of individual and groups of learners
Book trawls targeted at seeing the development of key maths skills
Pupil voice which allows us to understand the learning attitudes towards maths at Claverley.
It is statutory for Year 4 to take the Times Tables Check.
TT Rockstars is used from Y3 to Y6 to support children in learning and retaining their tables knowledge.
Here is a link to the information for parents.
https://www.gov.uk/government/publications/multiplication-tables-check-information-for-parents/multiplication-tables-check-information-for-parents-text-version–2