Intent

Delph Primary School believes all children are mathematicians.  We provide children with a foundation for understanding number, reasoning, thinking logically and problem solving with resilience so that they are fully prepared for the future. It is essential that these keystones of Mathematics are embedded throughout all strands of the National Curriculum. By adopting a CPA (concrete, pictorial, abstract) approach, it is intended that all children, regardless of their starting point, will maximise their academic achievement and leave Delph Primary School with an appreciation, enthusiasm and love for Maths, resulting in a lifelong positive relationship with number. We ensure that we deliver a high quality maths curriculum that is both challenging and enjoyable. 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 them to know that maths is essential to everyday life and that our children are confident mathematicians who are not afraid to take risks. We want our children to be independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement.

Implementation

Our implementation is developed through secure understanding of the curriculum and subject area. Our long term planning follows the National Curriculum 2014. Medium term planning follows the termly overview from White Rose Maths, broken down into daily lessons using their small steps of progression. Short term planning is supported by the use of the White Rose Maths Hub materials, third space learning materials and the school calculation policy. By using a variety of planning resources we believe that we provide a bespoke teaching and learning experience that is designed to interest, inform and inspire our children. Using prior knowledge as a starting point for all future planning and teaching, we plan lessons which are required for all pupils to make good progress. Lessons are engaging and follow a cycle of planning, to ensure that we can evidence progress over short and long periods of time. Maths lessons are designed following a CPA approach, providing our pupils with the scaffolding required to access the learning at all levels. We place a large emphasis on pupil engagement and design lessons which involve all pupils using questioning and modelling at the centre of every lesson.

To implement our intent, we ensure that our children are invested in their learning and are making a positive contribution to their lessons. We place no ceiling on our maths learning ensuring each lesson has access to greater depth application of skills, once basic principles are mastered and fluency is achieved.  Assessment informs the teaching and learning sequence, and children work on the objectives they are assessed as being at. Children who are not making the required progress are given extra support through booster sessions and support in class in order to meet our INTENT of developing pupils academically. Feedback is given on children’s learning in line with our marking policy and live marking with immediate feedback is provided in each lesson. Baseline and progress tests are taken throughout the year whereby their analysis is fed into future planning. Summative assessments are completed at the end of the academic year and help influence the overall judgement reported to parents in the end of year report. The maths leader has a clear role and overall responsibility for the progress of all children in maths throughout school. Working with SLT, key data is analysed and regular feedback is provided and discussed at pupil progress meetings to inform on progress and future actions. Mathematics is taught on a daily basis throughout the school – EYFS to Year 6. Each class in KS1 and KS2 provide a minimum of 1 hour of mathematics per day. A mix of adult led and teacher led activities are put together for children in EYFS.

The use of White Rose medium term planning is adapted to create a bespoke curriculum designed to meet the needs of our children and to allow for opportunities for revisit and retention, ensuring full coverage of the national curriculum for mathematics. Teachers are confident to manipulate this planning in the short term in order to meet the needs of all of our children. Using the school’s curriculum progression document, the teaching of mathematics year to year builds progressively on the skills taught in previous year groups.

Impact

A mathematical concept or skill has been mastered when a child can evidence their understanding in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations. Children demonstrate quick recall of facts and procedures including the recollection of times tables. Children show resilience and perseverance to problem solving with a flexibility and fluidity to move between different contexts and representations of mathematics. Children develop the ability to recognise relationships and make connections in mathematics and show confidence in believing that they will achieve mathematically. Children show a high level of pride in the presentation and understanding of their work ultimately to lead to outstanding progress over time across all key stages relative to each individual child’s starting point. Through our rich and broad mathematics curriculum children are enthusiastic and passionate about learning mathematics and understand its critical importance in everyday life.