Intent

At Redmile Primary School, we believe mathematics is an important part of pupils’ development throughout school, from the Early Years through to the end of Y6. Our intent is to deliver a curriculum which:

* Allows pupils to be a part of creative and engaging lessons that give them opportunities to explore mathematics following a mastery curriculum approach.

* Gives each pupil a chance to BELIEVE in themselves as mathematicians and develop the power of resilience and PERSEVERANCE when faced with mathematical challenges.

* Recognises that mathematics underpins much of our daily lives and is therefore of paramount importance.

* Pupils ASPIRE and become successful in the next stages of their learning.

* Engages all pupils and allows them quality teaching and learning opportunities, whilst striving to ACHIEVE their potential, as they belong to our school community.

* Makes rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.

* Provides equal opportunities for pupils to apply their mathematical knowledge to other subjects (cross-curricular links).

* Is in line with the expectations in the National Curriculum 2014 and the NCETM.

Implementation

Our mastery approach to the curriculum is designed to develop pupils' knowledge and understanding of mathematical concepts from the Early Years through to the end of Y6.

Teaching and Learning, Content and Sequence

* We follow the national curriculum and use White Rose Schemes of Work as a guide to support teachers with their planning and assessment.

* The calculation policy is used to ensure a consistent approach to teaching the four operations. See appendix 1

* At the start of each new topic, prior knowledge is revisited and key vocabulary is introduced to develop language acquisition, embedding this as the topic progresses.

* All lessons begin with a short formative assessment to support retrieval practice and develop long-term memory.

* Pupils are taught through clear modelling (CPA) and have the opportunity to develop their knowledge and understanding of mathematical concepts.

* During each lesson pupils can ACQUIRE the skill, APPLY the skill or DEEPEN the skill.

* Pupils move through the different stages of their learning at their own pace.

* Reasoning and problem solving are integral to the activities pupils are given to develop their mathematical thinking. They develop their ability to reason by being given the opportunity to move through the 5 stages from inductive to deductive reasoning.

* Resources are readily available to assist the demonstration when securing conceptual understanding.  These resources are appropriate for each year group.

* Pupils will have opportunities to develop their mathematical skill in order to master mathematical concepts.  Some pupils who have achieved mastery will be given the opportunity to develop mastery at a greater depth.

* Pupils are encouraged to explore, apply and evaluate their mathematical approach during investigations to develop a deeper understanding when solving a range of problems / puzzles.

* A love of maths is encouraged throughout school via links with others subjects, applying an ever growing range of skills with growing independence.

* Pupils with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support as necessary. For those pupils who are working outside of the year group curriculum, individual learning activities are provided to ensure their progress.

Leadership, Assessment and Feedback

* Assessment informs the teaching and learning sequence.

* Feedback is given on pupils’ learning in line with our feedback policy.

* Teachers use formative assessment within lessons to identify the pupils who need more support to achieve the intended outcome or who are ready for greater stretch and challenge through planned questioning or additional activities.

* In order to support teacher judgments, pupils are termly assessed using current tests in line with the national curriculum. Gap analysis of tests that the pupils complete is undertaken and fed into future planning.

* Summative assessments are completed and reported to parents through the reporting process.

* The maths leader has a clear role. They provide professional leadership to secure high quality teaching and learning through monitoring, feedback and CPD.  They model effective teaching and the use of resources.  They improve standards of learning and achievement through the monitoring of data and pupils progress throughout school.

Impact

* Pupils can demonstrate a quick recall of facts and procedures. This includes the recollection of the times tables.

* Pupils grow in confidence and develop a growth mind-set though perseverance.

* Pupils make good progress within each unit of work.

* Pupils have the confidence to choose their own personal representations which are both meaningful and purposeful.

* Pupils can recognise relationships between concepts and make connections.

* Pupils use mathematical language to explain their ideas.  

* Pupils can apply learned concept or skills to new problems in unfamiliar situations

* Pupils show a high level of pride in their presentation and understanding of their work.

Glossary of Terms

CPA – Concrete, pictorial, abstract

Inductive Reasoning – Describing, Explaining, Convincing

Deductive Reasoning – Justifying, Proving