Maths

Why our Mathematics Curriculum looks like this? 

The 2014 National Curriculum for Maths aims to ensure that all children: 

• Become fluent in the fundamentals of Mathematics 

• Are able to reason mathematically 

• Can solve problems by applying their Mathematics 

Our mathematics curriculum is accessible to all classes from EYFS to Y6 and will maximise the development of every child’s ability and academic achievement. We believe that developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. We deliver lessons that are creative and engaging. We use manipulatives to support the children with their mathematical confidence and understanding. We want children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. We intend for our pupils to be able to apply their mathematical knowledge to science and other subjects. We want children to realise that mathematics has been developed over centuries, providing the solution to some of history’s most intriguing problems. We want them to know that it is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. As our pupils progress, we intend for our pupils to be able to understand the world, have the ability to reason mathematically, have an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

How Mathematics is taught at St. Mary and St John Catholic Primary School? 

The content and principles underpinning the 2014 Mathematics curriculum, 2020 Development Matters EYFS and the Maths curriculum at St Mary and John Catholic Primary School reflect those found in high-performing education systems internationally, particularly those of east and south-east Asian countries such as Singapore, Japan, South Korea and China. These principles and features characterise this approach and convey how our curriculum is implemented:

• Teachers reinforce an expectation that all children are capable of achieving high standards in Mathematics. The large majority of children progress through the curriculum content at the same pace. 

• Differentiation is achieved by emphasising deep knowledge and through individual support and intervention. 

• Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge. 

• Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts. 

• Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up.

• To ensure whole consistency and progression, the school uses the White Rose Maths Hub planning and assessment tools. The DFE funded Maths Hubs programme continues to ensure that staff at all levels understand the pedagogy of the approach. 

• New concepts are shared within the context of an initial related problem, which children are able to discuss in partners. This initial problem-solving activity prompts discussion and reasoning, as well as promoting an awareness of maths in relatable real-life contexts that link to other areas of learning.

• In KS1, these problems are almost always presented with objects (concrete manipulatives) for children to use. Children may also use manipulatives in KS2. Teachers use careful questions to draw out children’s discussions and their reasoning. 

• The class teacher then leads children through strategies for solving the problem, including those already discussed. Independent work provides the means for all children to develop their fluency further, before progressing to more complex related problems. 

• Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. Each lesson phase provides the means to achieve greater depth, with more able children being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within the lesson as appropriate.

• In the EYS setting the White Rose maths guidance is used, work is related to the mathematics strand, incorporating number and shape space and measure. Children are presented with practical mathematical experiences with a firm foundation in sorting, experience in measures, shape and space, pictorial representations, number, problem solving and the growing use of mathematical language. The work that children undertake will often be integrated within other areas of learning.

How will we measure the impact of our Maths Curriculum?

• Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child. These factors ensure that we are able to maintain high standards, with achievement at the end of KS2 well above the national average and a high proportion of children demonstrating greater depth, at the end of each phase. 

• End of Block Assessments and termly assessments are a valuable tool in measuring the impact of our curriculum and teaching. 

• Arbor is used to record end of term assessment scores this information is shared with Subject Leaders, SLT and school governors. 

• Subject Leaders also carry out regular learning walks, Book Looks, lesson observations and pupil discussions. 

• We mathematics appropriately in other subjects as part of our teams approach in school.

• We encourage Pupil Champions to have an active role in supporting and developing the subject with pupils’ voice considered. 

• Book Swaps are a regular feature in our Staff Meeting time and ensure high quality teaching and learning across school. 

• Action Plans are reviewed termly by Subject Leaders and shared annually with Governors. 

• Pupil Interviews and questionnaires are carried out by the Maths Lead and Maths Pupil Champions to ensure attitudes towards Maths remain positive.

The wide range of knowledge developed in our maths lessons equips pupils with experiences that will continue to support and benefit them in secondary school, further education, future workplaces and home life. Maths is an integral part of our everyday life and we use mathematical skills including calculations, problem solving, and logical thinking as adult problem solvers. Therefore, we need to ensure that children develop a positive attitude towards maths and foster a love of maths which will help them throughout their life. At St Mary and St John we aim to support the children in their maths journey, give them a love of the subject as well as providing the building blocks which will enable them to pursue a wide range of interests and vocations in the next stage of their lives as well as supporting them in their daily routines