MATHEMATICS 
‘God saw all that he had made and he saw that it was very good’.
Genesis 1:31
Inspired by learning in beautiful surroundings, we have become a school community that flourishes in learning and life. When we reflect on the wonder that is God’s creation, we are encouraged to grow into enthusiastic learners who respect, value and reach out to others on their own learning journey.
Jesus said, “I have come in order that you might have life; life in all its fullness.”
John 10:10
Intent
Our mathematics teaching follows the national Curriculum, which ensures that the children are fluent in the fundamentals and have conceptual understanding so that they can reason mathematically. The intent of our curriculum is to allow children to flourish with their knowledge and understanding in mathematics throughout their school life, enriching their passion and enthusiasm for this subject. We believe giving all children a secure knowledge base will enable fluency across maths, science and technology, allowing them to be financially equipped for later in their lives. Our curriculum allows children to better make sense of the world around them by making connections between mathematics and everyday life.
Implementation
We use the National Curriculum and White Rose Maths planning overview as our base. Alongside the White Rose materials, we use many other resources to ensure that our offer is rich and varied. These include NCETM, NRich, Numbots, TT Rockstars and many others. We also use our own self-developed ‘Pilgrim Progress’ assessment procedures to provide support for staff and pupils to monitor their progress against the gaining of key skills and knowledge. Using our 'Teach, Practice , Apply', approach allows us to manage our split classes and ensure learning begins with an individual child's starting point. Our resources allow us to better use models and images to support all learners in each area and enable the progression from concrete to pictorial to abstract. Fluency is developed through repeating, reinforcing and revising key skills. The foundation stones to a successful education lie in the acquisition of basic skills and knowledge.
Interventions and adapted lessons for maths are in place for individual children with SEND; all other children receive regular support, adapted work or resources as part of their maths lessons with further support for individuals or small groups where there is a need identified. Task types are varied and adapted to suit different pupils and their learning preferences. For those children with additional, identified needs or a barrier to learning we adapt our teaching in many different ways. including:
- visual aids / actions / symbols
- pre-teaching of new vocabulary
- use of varied concrete manipulatives
- games
- use of familiar representations / connect similar ideas
- pictorial examples
- set a target amount of work
- read or scribe where needed
st marks calculation policy 2024 final 1 docx.pdf
Impact
The impact of our mathematics curriculum is that children understand the relevance and importance of what they are learning in relation to real world concepts. Children know that maths is a vital life skill that they will rely on in many areas of their daily life. Our maths curriculum ensures children are confident about maths and believe they can apply the knowledge and skills they already have to solve problems and reason in all areas of maths. They are willing to have a go and are able to use manipulatives to support their understanding of new concepts. We monitor teaching and learning through learning walks, book looks, observations and pupil progress meetings. Termly assessments, internal and external moderation all form part of our monitoring to ensure all children make good progress.
Useful Websites
These websites are free and have lots of games for EYFS up to year 6.
Reading and Maths
The following site gives you 40 children's books that foster the love of maths. You will find a list of books for different areas of maths.
https://dreme.stanford.edu/news/children-s-books-foster-love-math
