Intent
We aim to provide all pupils with the learning opportunities and challenges that will allow them to reach their full potential and to be prepared for life-long learning '
This statement determines everything we do at Dinton Primary, using the White Rose Scheme, and our own core values in unison we have created a maths scheme tailored to the needs of our children. We see maths as both a key skill within school, and a life skill to be utilised through everyday experiences. Our maths curriculum equips our children with the tools to apply knowledge learnt over time to a variety of contexts that they will come across in their academic learning and later in life.
Maths is taught as a progression beginning in the Foundation Stage where the children work to achieve 'Early Learning Goals' in Number and Numerical Patterns, progressing to upper KS2 who are developing skills to take them on to secondary school. Each topic is taught in small steps, over a period of days/ weeks, in blocks, with opportunities to revisit topics throughout the year to ensure the children achieve a level of mastery.
All pupils should become fluent in the fundamentals of mathematics, including through varied and frequent practice, so that children develop conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to solve problems.
Pupils are challenged through a range of opportunities in which they are required to reason and apply their knowledge in order to solve problems, rather than through any acceleration of learning new content.
Our Calculation Policy can be found at the bottom of this page, and this enables parents to see the types of methods their children will be using in the class.
Milo’s Money is used to support pupil’s in developing their financial literacy.
Implementation
In EYFS our teaching delivers the content and expectations of the Early Learning Goals. In key stage 1 and 2 our teaching is informed by the National Curriculum 2014 which separates maths into a number of sections. These are: Number, Measure, Geometry, Statistics, and in the upper KS2 Ratio and Proportion.
Maths is taught 4 days a week in every class and there are also opportunities to demonstrate maths skills in other curriculum areas for example compass directions in geography etc.
We adopt a mastery approach in all classes:
- Mastering maths means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject.
- The phrase ‘teaching for mastery’ describes the elements of classroom practice and school organisation that combine to give pupils the best chances of mastering maths.
- Achieving mastery means acquiring a solid enough understanding of the maths that’s been taught to enable pupils to move on to more advanced material from NCTEM, NRICH or something cross curricular.
In each concept of maths children develop:
- Fluency: Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics
- Reasoning: Reasoning in maths is the process of applying logical thinking to a situation to derive the correct problem-solving strategy for a given question, and using this method to develop and describe a solution. Reasoning is the bridge between fluency and problem solving.
- Problem Solving: Problem solving in maths is finding a way to apply knowledge and skills you already have to answer unfamiliar problems.
During lessons:
- Children have access to a range of practical and visual resources should they require it.
- Teachers model a range of methods and strategies including making links to past learning.
- The children will frequently complete a task and then regroup to discuss outcomes and share ideas. This could happen two or three times during a lesson.
- Children learn a range of methods and strategies to answer a range of mathematical questions and also to develop a level of oracy which enables a child to explain their thinking when solving mathematical problems.
Standardised tests such as SATS and NFER are also used to help determine children’s knowledge and understanding, and identify gaps in their learning. Teachers can then plan lessons and input to ensure that children achieve age-related expectations. Other specific diagnostic tests, such as Sandwell and NFER are used to plan interventions and support for children who are not meeting age-related expectations.
Catch up sessions are held a few times a week for those children who require a little more time to grasp a concept. Children who have additional needs will have work adapted, modified to meet their needs and additional support will be given if required.
The learning of number facts and children being able to rapidly recall these are important foundation blocks upon which the rest of learning in maths is built. In year KS1 children are developing recall of addition and subtraction number facts. Times tables begin to be taught in year 2 and this process continues into lower KS2. Children develop the ability to apply this knowledge as they progress through KS2.
Maths homework is set weekly for children in KS1 and 2 using White Rose homework books. Children also have access to the Numbots online platform in KS1 and Times table Rockstars in KS2 to encourage this learning at home and in school. Children completing the Numbots scheme before the end of Year 2 or reaching a Studio Speed of less than 2 seconds per table on TT Rockstars are recognised in Celebration Worship. The school follows a programme produced by Wiltshire Council to support children in securing their tables knowledge by the end of year 4.
Impact
At Dinton C of E Primary, we recognise that mathematics is essential to everyday life, critical to science, technology and engineering and necessary for financial literacy and most forms of employment. Our regular maths lessons ensure a coverage of number, calculation, geometry, measures and statistics throughout the year. We want Dinton children to develop a love and understanding of mathematics where they feel secure in the skills that we have taught and able to apply these to different aspects of the primary curriculum. Children should leave Dinton with an embedded enjoyment of mathematics, feeling confident in their mathematical ability and able to use their skills across the curriculum.
