What are the aims of teaching maths?

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.

Intent

At Bramley St. Peter’s we believe that Mathematics is integral to all aspects of life, and we endeavour to ensure that the whole school community nurtures a positive and enthusiastic attitude that promotes an “I can…” approach to the subject. Teachers model and have high expectations of vocabulary in order to support children in the development of mathematical language they need to be able to explain their thinking. We want to ensure that our pupils experience a high-quality maths education that provides a foundation for understanding the world and develops a genuine interest and curiosity about mathematics. We aim to ensure that our pupils become confident, competent and independent mathematicians who develop a deep understanding and knowledge of number sense allowing them to become fluent in the fundamentals of mathematics. We also want our pupils to recall and apply mathematical knowledge accurately and rapidly. 

Implementation

Teachers plan using White Rose Maths schemes of work, carefully adapted and personalised to ensure the learning needs of the class and individuals are met. We constantly evaluate provision and evolve the way we teach. We use the White Rose Maths online resources to support learning. We continue to address the 'catch up,' curriculum and are using resources such as The Renaissance Maths Focus Skills document. This is designed to be used alongside the National Curriculum and supports teachers to prioritise learning objectives whilst continuing to build a deeper understanding of mathematical concepts.  Sessions allow children to relate to real life contexts, ask questions, lead learning, and find their own ways to problem solve and reason, regardless of their individual ability level. Staff use the resources as a tool to address common misconceptions and to strengthen children’s understanding through detailed procedural and contextual variation.

The regular monitoring of planning, teaching and learning, assessment and classroom environments serves to promote high expectation and produce greater progress throughout the school. 

A robustly planned and carried out assessment and monitoring programme aids teachers to analyse pupils’ work, identify misconceptions and communicate these through their future planning. Assessments used include White Rose Maths, NFER and a range of formative assessments.

Provision in EYFS

In Nursery and Reception, a stimulating, maths-rich environment provides pupils with opportunities to use mathematical skills and concise mathematical language in all areas of provision. Staff encourage pupils to self-register, vote, measure, problem solve, compare and count through everything they do. It is in EYFS that the self-initiated use of resources begins, a practice embedded throughout school.

Provision in KS1

Pupils in Year 1 and 2 take part in daily maths sessions. Working with a wealth of activities in varied groupings (mixed ability, similar ability, pairs, individually) they access a range of concrete, pictorial and abstract methods and resources (CPA). They use practical resources to embed mathematical concepts and work through common misconceptions. Both formal and responsive interventions allow all children to progress.

Provision in KS2

Daily maths sessions allow children to relate to real life contexts, ask questions, lead their own learning (through investigating different methods) and find ways to problem solve and reason. Detailed procedural and contextual variation (through White Rose Maths or teachers’ own choice of resources) aims to progress children’s understanding of a concept as quickly as possible without putting limitations on learning. The high expectations of pupils and links to Growth Mindset promote the qualities of perseverance and learning from mistakes, ensuring that children become resilient learners.

Provision for pupils with SEND

The SENDCo works closely with the maths team to ensure that pupils with SEND receive carefully personalised provision and that the work provided endeavours to ‘close the gap,’ between the child and their peers. It also includes problem solving and reasoning activities at an appropriate level, rather than assuming that mathematical fluency must be achieved first.

Enrichment

Key Stage Two children have log-in details for Times Table Rock Stars, an online programme to support in-school learning. Teachers can set tasks and competitions for children in their classes and track progress made, competing against themselves or others in or outside school. Problem solving roadshows and mathematical workshops succeed, alongside classroom teaching, to give maths a high profile.