Intent

Mathematics is taught daily.  We follow the White Rose maths scheme of work across the school. White Rose is progressive and sequential, revisiting prior learning to ensure understanding. Our focus for teaching is around; Number including addition, subtraction, multiplication, division and fractions, Geometry including 2D and 3D shapes and position, Measurement including weight, length, height, volume, capacity and time, Statistics including charts and graphs and data interpretation.

We aim to ensure all pupils: 

• develop a sound understanding of basic mathematical concepts through direct teaching, practical and investigational work
• acquire appropriate and necessary mathematical skills and apply them confidently and accurately
• are able to demonstrate their skills and knowledge and talk about their work using appropriate mathematical language
• develop thinking skills and logically apply their mathematical knowledge to solve problems;
• enjoy mathematics and develop a positive attitude to the subject
• use mathematics as part of their everyday life in school and at home
• develop a sound understanding of basic mathematical concepts through direct teaching, practical and investigational work
• acquire appropriate and necessary mathematical skills and apply them confidently and accurately;
• are able to demonstrate their skills and knowledge and talk about their work using appropriate mathematical language
• develop thinking skills and logically apply their mathematical knowledge to solve problems
• use mathematics as part of their everyday life in school and at home

Implementation

We follow the Programmes of Study in the national curriculum for Mathematics which breaks learning initially into four strands. These are: number, measurement, geometry and statistics. By year 6, the additional strands of algebra and ratio & proportion are built into the Programmes of Study. School teaches a mastery curriculum focusing on firstly embedding understanding, delivered through the teaching of concrete, pictorial and abstract skills. The skills are then mastered in deeper-thinking activities; this requires the application of skills to problem-solving, investigation and reasoning. Integral to all maths lessons is the teaching of efficient mental maths strategies.

We plan our schemes of learning using a variety of resources, but base our structure around the White Rose Maths schemes of learning which follow the 2014 national curriculum programmes of study strands. As a school, in Year 1-3, we follow use the White Rose curriculum books.

In each class, we ensure there are a wide range of manipulatives (such as Base Ten, Numicon, place value counters, number lines, number squares etc.) to support our children’s conceptual understanding of mathematics. We then move understanding on to pictorial and abstract representations, which allow children to become quicker and fluent mathematicians.

Each class uses the White Rose calculation policy, which outlines how we move on children's knowledge using apparatus (concrete), drawings (pictorial) and formal written methods (abstract).

Maths (Numeracy, Number, Shape and Measures) in Reception

Pupils in Reception encounter maths in a variety of ways every day. Children take part in a daily adult-led maths session each day. These sessions include exploring shape, time and pattern based upon their current themes of learning – these sessions are developed from the White Rose Scheme of learning. We also use the CBBC Number Blocks materials to explore numbers in different ways, to support children with numeral recognition and challenge children to think about numbers in different ways. We aim for our classroom to be 'maths rich' by exposing children to different ways of mathematical concepts: representing numbers in different ways, shape matching, use of time language etc.

Adults plan for and organise additional activities around the classroom for the children to explore during their enhanced provision time. This may be through a number sequencing activity, time ordering or use of measuring materials in sand and water areas.

Maths in Year 1-3

Each lesson, lessons begin with a counting activity, followed by a Flashback 4 task, which explores prior learning to help it 'stick'. The children then follow the White Rose resource slides, which are used to assess the children's current understanding of a concept, that will be focused on during the lesson. Following teaching with their year group, the children then complete an independent task from their White Rose Maths book, supplemented by the resources as and when required. Every lessons contains a reasoning and problem solving activity for the children to attempt. Manipulatives are used to embed learning in all classes, before moving on to using pictorial methods and formal written methods.

Impact

Teachers continually assess children’s understanding through daily marking and feedback. This ensures that children are able to receive immediate intervention and support as required, as well as providing challenge for children who grasp concepts quicker.

At the end of each term, the teacher will then make a teacher assessment judgement using the school’s assessment grids. These judgements may then be supplemented by the White Rose end of unit assessments or end of key stage 1 SATS tests.