Intent
At Joseph Turner, our intent for maths is to teach a rich, balanced and progressive curriculum using maths to reason, problem solve and develop fluent conceptual understanding in each area. Our curriculum allows children to better make sense of the world around them by making connections between mathematics and everyday life.
We have gradually started to implement a ‘Teaching for Mastery’ approach and we believe that everyone, no matter what their starting point is, can learn and improve at maths. All pupils will be encouraged to believe that by working hard, persevering and adopting a growth mindset approach to mathematics, including seeing the value of making mistakes and of learning from them, they can succeed in maths.
Maths lessons are taught through chosen schemes of learning based on White Rose Maths, that are carefully ordered to build upon prior learning in small, manageable steps. Our curriculum is designed to support the development of reasoning and problem solving alongside fluency to ensure challenge and ambition for all pupils. More time is spent on each area in order to enrich and embed ideas, enabling pupils to make connections. A concrete, pictorial, abstract approach provides children with a clear structure in which they can develop their depth of understanding of mathematical concepts. Pupils who grasp concepts rapidly are challenged through being offered rich problems and tasks that further deepen their understanding. Lessons will be adapted for children when needed (e.g. those with identified cognition and learning SEND).
We aim to ensure that maths is a high-profile subject which children view positively and with a ‘Can do’ attitude.
Implementation
Maths is timetabled daily for all pupils to ensure coverage of the National Curriculum. Our Long Term and Medium-Term plans have been designed using the White Rose schemes of work. White Rose Maths is a blocked scheme, which allows for depth and breadth of learning within each strand of mathematics.
The plans are supplemented with additional resources such as White Rose Premium Resources. These have been adapted to meet the needs of our children. These plans are adaptable throughout the year to ensure that children become fluent before moving onto the next skill while ensuring that the National Curriculum is covered. Our medium term plans also link to our Calculation Policy which has been carefully designed to ensure that concrete resources are being used progressively and linked to the abstract calculations that are expected to be used in each year group.
In EYFS, for the Reception children there is a daily Mathematics whole class session. This allows children to see a Mathematical concept in five different ways over the course of a week. Nursery children have one lesson a week. The mathematical concept that is taught is then carefully planned into continuous provision. In continuous provision and adult-led opportunities, children use concrete resources to unpick and deepen their understanding of mathematical concepts.
In KS1 and KS2, every lesson starts with an anchor task as a method of assessment for learning. This allows children to start the lesson by drawing on previous learning and making connections across mathematics. Children are able to use concrete resources to show their understanding, draw pictorial representations and use abstract methods. They are given the opportunity to reason and think mathematically from the very start of the lesson. Episodic teaching is used for teachers to model mathematical concepts and children to practice a mathematical concept to become fluent. Teachers expose the children to mathematical structures and models using the concrete, Pictorial, Abstract (CPA) approach. Children use modelled examples to support their independent learning. SEND children are provided with scaffolded work or individual provision where appropriate.
Feedback is given in a variety of ways to ensure pupils are well informed and making visible progress. Discussion is essential to learning and children are encouraged to discuss their thoughts, ideas and methods with a partner, group or the teacher. Task types are varied to suit different pupils and their learning preferences; developing reasoning remains one of our key focuses. Investigative tasks are designed to allow pupils to follow lines of enquiry and develop their own ideas, justifying and proving their answers. Children work both collaboratively and independently when solving problems which require them to persevere and develop resilience.
Impact
The impact of our maths curriculum is that children perform well in mathematics. They demonstrate quick recall of facts and procedures. This includes the recollection of times tables, which enable them to become confident, fluent mathematicians. They develop the ability to recognise relationships and make connections in maths lessons. Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.
It is important for children to understand the relevance and importance of what they are learning in relation to real world concepts. Children know that maths is a vital life skill that they will rely on in many areas of their daily life. Children have a positive view of maths due to learning in an environment where maths is promoted as being an exciting and enjoyable subject in which they can investigate and ask questions; they know that it is reasonable to make mistakes because this can strengthen their learning through the journey to finding an answer. Children are confident to ‘have a go’ and choose the equipment they need to help them to learn along with the strategies they think are best suited to each problem.
Our maths books evidence work of a high standard of which children clearly take pride; the components of the teaching sequences demonstrate good coverage of fluency, reasoning and problem solving.