Mathematics
Intent
At Marsh Hill, we are MATHEMATICIANS! We want our children to love Maths! We want them to have no limits to what their ambitions are and grow up with secure mathematical understanding which will assist them in whichever career path they take, as well as in their daily lives.
In order to successfully deliver a structured, rich curriculum with a clear progression of skills, we follow the statutory requirements of the National Curriculum for mathematics. At Marsh Hill Primary School, our approach to teaching mathematics is intended to support all of our children in becoming young, confident mathematicians; prepare them for their next stage of mathematical learning at secondary school, and to be able to apply their mathematical knowledge in everyday situations in order to be successful in life beyond school. We intend to do this, on a daily basis, through developing all children’s fluency in all areas of the mathematics national curriculum; providing opportunities to reason mathematically; and also develop children’s using and applying skills when solving increasingly more complex problems involving a range of mathematical knowledge.
Pupils in EYFS work towards being a "Master of Maths" through planned adult led activities and child initiated activties in the continuous provision.
Implementation
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. There is a mix of adult led and teacher led activities that are put together for children in EYFS. The use of White Rose Maths 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 and providing a broad and balanced spread of all areas of the curriculum. 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 ‘Learning Progression Steps’ and ‘Ready for Progressing Mapping’ skills documents, the teaching of mathematics year-to-year builds progressively on the skills taught in previous year groups.
On a daily basis, children, regardless of their ability, in KS1 and KS2 are provided with opportunities to become more fluent in their learning, to reason mathematically and to solve a range of problems. This is done using a range of sources such as White Rose Maths, Mathletics, Test Base, Learning By Questions (UKS2) and TT Rock Stars. We use Times Table Rock Stars to enthuse the children in learning times tables, both in school and at home. Mathematics homework is provided on a weekly basis to help embed the week’s learning and share the learning with parents/carers. Calculation practice is provided regularly through basic skills starter activities to ensure children’s fluency in calculation methods is embedded. Learning is differentiated to meet the needs of the children within the class whilst still providing each child with the opportunity to achieve the learning intentions to meet the expectations of their year group. Interventions are put in place to support children where necessary. A clear success criteria is given to pupils so they understand the steps involved in becoming successful in their learning. Opportunities to collaborate in pairs or small groups are given regularly so children can learn from and support each other. Opportunities for peer and self-assessment are provided weekly so children are given instant feedback in their learning. Quality first teaching is provided throughout the school in the form of adaptive teaching. Effective teacher modelling supports assessment for learning, making sure children are moved on in their learning or targeted when finding it difficult. Cross-curricular links are provided when opportunities arise, through Science, Geography, History, P.E. and within Computing. Mathematics 'working walls' are in each classroom to provide key information and vocabulary with modelled examples to support learning.
EYFS
Number fluency is continually developed within early years: our Mathematical curriculum covers ‘Getting to know you, Just like me, It’s me 1, 2, 3! and Light and dark.’ Children participate in short maths sessions and are given time to explore mathematical concepts, test ideas, develop their understanding and practise taught skills through play. Maths can be found in all areas of our provision and children experience it in a purposeful and meaningful context within their play and daily routines. Our mud kitchen, construction areas, Forest School and domestic role play are just some of the areas in which children can explore. Children are encouraged to use their mathematical understanding and skills to solve real-life problems and practitioners are trained to identify and extend opportunities to foster this.
Impact
Our teaching of mathematics will lead to strong progress over time across all key stages, relative to each individual child’s starting point. It is designed to prepare children for their future in and outside of education, so they can become successful in whatever they pursue. They will have the flexibility and fluidity to move between different contexts and representations of mathematics, along with the ability to recognise relationships and make connections in mathematics. Our rich and broad mathematics curriculum aims to make the children enthusiastic about learning mathematics and gain an understanding of its importance in everyday life.
Progression of Skills for Mathematics for EYFS to Year 6.
