Maths Curriculum Vision

“Mathematics is not about numbers, equations, computations or algorithms: it is about understanding.” – William Paul Thurston

Purpose and Intent

Mathematics is important in everyday life and, with this is mind, the purpose of Mathematics at Radipole Primary School is to develop an ability to solve problems, to reason, to think logically and to work systematically and accurately. Mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and many forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

The National Curriculum for mathematics has 3 main aims:

1. Fluency: children should become fluent in the key skills of mathematics, to reduce the cognitive load when tackling problems that are more complex.  
2. Reasoning: children should reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
3. Problem solving: children should solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Implementation and Realisation:

We believe that best practice in maths is to expose children to as many different representations, styles and examples of problems as possible to enable them to build links between areas of maths and confidently tackle new and unusual problems.

All year groups will complete the expectations set out for them in NC 2014, or the Early Years Framework 2021. KS1&2 primarily build upon the White Rose maths scheme. This mastery approach allows the whole class to progress together. See the “White Rose maths national curriculum progression.pdf” for an overview of progression through the school.

Teachers take White Rose as a starting point for medium term, weekly and daily lesson planning and may follow it entirely if suitable. However, they have access to a range of other resources to ensure that children get a breadth and depth of different styles.

Problem solving, reasoning, justifying problems are usually embedded in each lesson. All children in the class will undertake these sorts of activities; they are not extension or extra challenge activities reserved for the more able.

Activities may include things such as:

• Spot the mistake / Which is correct? 
• True or false? 
• Always, sometimes, never. Testing conditions 
• Represent it another way: number bar, whole-part model, Base 10 etc
• Convince me / Prove it
• What comes next? What do you notice? 
• Continue or complete the pattern.
• Possible answers / Other possibilities.
• Is there another way? What other methods could we use?
• Missing numbers / Missing symbols / Missing information
• Working backwards / Use the inverse / Undoing / Unpicking 
• Is this a hard or an easy question? Why?
• Fact families 
• Make an estimate / Reasonable size of an answer 
• What’s the same, what’s different? 
• Which is the odd one out ?
• The answer is … what might the question be?
• Create your own number problem / word problem.

We follow a mastery approach to maths teaching. All children should progress through a mastery curriculum together and reach their age-related expectation at the end of the year.

• However, a small number of children will need addition support to tackle the mastery lesson; this is typically provided by varying the equipment used, the quantity or time given, or by adult help.
• In extreme cases it may be necessary to provide a child with a separate activity tailored specifically to their level or gap.
• Most sessions will provide extension / extra challenge activities which are available to all children as required.

There is daily practise of key knowledge that needs to be known to fluency. This is typically at the beginning of the maths lesson but may be at another time of the day.

Having a consistent and reliable written method for the four operators is essential; teachers follow the Progression of Skills documents for the agreed methods for their year group, and revisit the written methods each half term.

We believe in a ‘keep up, not catch up’ philosophy to maths interventions – all children should succeed in each lesson to the level that is expected of them (ie in relation to their prior level or target level).

Impact and Evaluation

As a result of our Maths teaching at Radipole, you will see children who make good progress from their own starting point (in EYFS or KS1). They should reach their age-related expectation; some children will show Greater Depth.

• Those who do not reach age-related expectation will have evidence of additional, differentiated or supported work to help them.
• Children who have dropped-off from a previous level will have evidence of additional, differentiated or supported work to help them.

Children talk confidently and positively about maths, using appropriate vocabulary to explain their thinking and making links between Mathematical topics.