Vision:

To create confident and resilient mathematicians who can embed and apply mathematical thinking across the curriculum and beyond.

Intent:

At Barrowby CE Primary School, our intent for Mathematics is to ensure Maths is engaging and purposeful and that all our pupils become confident, resilient mathematicians. Children are encouraged to embed and apply their mathematical thinking across the curriculum, through purposeful, real-life problem-solving activities; developing as proficient mental mathematicians who can recall a range of number related facts quickly, with confidence and accuracy. We want all pupils to develop a sense of curiosity about the subject which will help them to make better make sense of the world around them relating the pattern between mathematics and everyday life.

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:

We teach the National Curriculum through following the Herts for Learning’s Essential Maths teaching sequence, enabling us to deliver a carefully planned progression of knowledge and skills that ensures consistency across the key stages. The sequences are written as a spiral curriculum in which learning is built upon step by step, sequence by sequence and year on year. It is aspirational and ensures progression and coverage through the primary phase. Ideas are revisited at a more sophisticated depth as the curriculum continues through the years. The mapping of Mathematics across school shows clear progression in line with age related expectations. Pupils are challenged and we encourage a child led approach whereby pupils can take ownership of their learning, this ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children.

Developing a strong grounding in number in the Early Years and Foundation Stage is essential so that all children develop the necessary building blocks to excel mathematically. In EYFS, teachers use the EssentialMaths Learning Sequences and move at the pace of the learner, providing opportunities to explore mathematical concepts in a variety of ways. The learning sequences are essential stepping stones to achieving the linked Early Learning Goal and provides a curriculum that includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures, as stated in the statutory educational programme for mathematics.

How is Maths taught at Barrowby?

• Each class will have a daily maths lesson which will last one hour which follows the Herts Essentials Maths planning. The planning will be adapted by the class teacher accordingly.

• Daily Fluency sessions are delivered at the beginning of each maths lesson lasting 15 minutes, supported by the Essential Maths Fluency slides. These sessions ensure that previously taught knowledge is revisited regularly and embedded securely.
• Destination questions will be used as an assessment tool throughout lesson units.

• Times tables rock stars is used as a homework tool in Key Stage 2 to improve recall of multiplication facts.
• Stem sentences and speaking frames can be used to articulate mathematical language
• Each class has access to concrete resources and manipulatives which enable us to teach concepts using the CPA model, concrete, pictorial and abstract.

For pupils with SEND and barriers in Maths, we recognise that additional support may be needed in order to scaffold their learning. The support for each child, in each classroom will vary depending on their individual need, however scaffold is provided to enable all learners to access the age appropriate curriculum, and intended lesson outcomes. Pupils should have the opportunity to develop their mathematical thinking regardless of their SEN or disability. However, the approach to these concepts is recognised to be fluid depending on need.

The EssentialMaths planning tool has a wealth of ideas to deepen and extend mathematical thinking for all learners. The sequences of lessons ensure that Barrowby CE Primary School is delivering a carefully planned progression of skills that provide consistency.

Impact

At the end of each phase of a child’s Maths journey through our school, we aim for children to be confident 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 and have the resilience to solve problems by applying their mathematics to a variety of situations with 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. We aim for children to develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections and not be afraid to make mistakes.