Maths
What we teach, why we teach it, and how it helps every child grow.
Our intent
A love of all things mathematical
Every child is equally important, and so our children are fully supported to enable them to develop at a level appropriate to them. As well as engaging our children through enjoyable activities, our lessons focus on developing deeper thinking, rehearsing methods and learning new facts.
Through challenging word problems, missing number tasks and open-ended problem solving where they explain their understanding, we challenge children to become masters of the subject. Children explain their answers rather than just giving a numerical answer, and are encouraged to challenge others if they disagree, and to argue their case if they are convinced they are correct.
We use Lancashire Red Rose Mathematics, adapted so that it can be taught in mixed-age classes. Our mathematics curriculum supports pupils to meet the National Curriculum end of Key Stage 1 and Key Stage 2 attainment targets.
Subject Lead
Miss Emily Bickerstaffe
We aim for our children to
- Develop a positive attitude and approach to maths
- Develop a positive attitude and approach to maths
- Develop a positive attitude and approach to maths
- Develop a positive attitude and approach to maths
- Develop a positive attitude and approach to maths
- Develop a positive attitude and approach to maths
- Develop a positive attitude and approach to maths
How we teach it
Implementation
Children are taught in line with the National Curriculum objectives for their year group. Teachers use a mastery approach, and children learn how to tackle mathematical questions in a series of different ways and representations. Children take part in daily maths lessons with access to a range of resources, including an area in class where they can independently choose their own.
Children are taught in line with the sequenced blocks of teaching specified in the Red Rose scheme of work. Lesson starters allow children to revisit, consolidate and extend learning across a range of mathematical topics. Teaching consists of well-targeted questioning which assesses understanding and challenges mathematical thinking. During the lesson, formative and summative assessment enables the next steps of learning to be planned.
Teachers ensure class displays, working walls and targeted resources are supportive and enrich learning. Where appropriate, small group interventions support pupils with mathematical concepts and allow them to develop their confidence in maths. Teaching is enhanced through appropriate professional development and training, along with subject monitoring and supportive subject leadership.
Every child can achieve in maths
We believe that every child can achieve in maths and can develop secure knowledge and understanding of the many areas covered in this subject.
Staff plan their lessons in a way that is relevant to the class of children they are teaching. Learning does not move on until staff are confident that the children have a sound and secure understanding of a concept.
The impact
How we know it is working
Our curriculum is aimed at ensuring most children achieve end of year expectations for their year group. Children have a positive and engaged attitude towards maths, are resilient in their work with a "can do" attitude, and talk enthusiastically about their maths learning. Children are confident in applying their maths skills in a range of familiar and unfamiliar contexts, and make connections within their maths learning and with how it relates to the real world.
Assessment of impact forms an integral part of every maths lesson. Staff continually look at the level of knowledge and understanding shown by the children during every part of the lesson, and make changes in their teaching to ensure that solid knowledge and understanding are being developed. Staff ensure that confidence and resilience continually develop in every child, taking small steps to secure understanding in every lesson.
At the end of every unit of work, children complete a formal assessment. This is not undertaken immediately after the unit has been completed, to ensure children have understood and are fluent in that unit. A formal assessment is carried out in Key Stage 1 and Key Stage 2 at the end of every term to ensure any gaps in learning are identified and revisited. This assessment, alongside daily staff assessment, is used to provide focused teaching for those children who need it, and is reported to the senior leadership team.
Each term the subject leader will
- Monitor pupils' work
- Interview pupils
- Evaluate assessments and identify trends
- Conduct a learning walk
Standards of teaching and learning in mathematics are monitored by the subject leader and the headteacher. We review and develop the curriculum on an annual basis.
What children learn
National Curriculum expectations by key stage
Early Years Foundation Stage
Mathematics in the EYFS comes under two strands, each of which has an Early Learning Goal.
Number
Children at the expected level of development will understand numbers to 10; link the names of numbers, numerals, their value and their position in the counting order; subitise (recognise quantities without counting) up to 5; and automatically recall number bonds for numbers 0 to 5 and for 10, including corresponding partitioning facts.
Numerical patterns
Children at the expected level of development will automatically recall double facts up to 5 + 5; compare sets of objects up to 10 in different contexts, considering size and difference; and explore patterns of numbers within numbers up to 10, including evens and odds.
In practice
In the EYFS, children are immersed in mathematical language and encouraged to use it within their open provision. They experience activities where they explore number understanding and show critical thinking in the tasks they take part in. Every opportunity is taken to talk about and experience numbers and problem solving appropriate to our children.
Key Stage 1
Add your content here
Lower Key Stage 2
In lower Key Stage 2, pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This ensures that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
Pupils develop their ability to solve a range of problems, including those involving simple fractions and decimal place value. Teaching also ensures that pupils draw with increasing accuracy and develop mathematical reasoning, so they can analyse shapes and their properties and confidently describe the relationships between them. It ensures they can use measuring instruments with accuracy and make connections between measures and number.
By the end of Year 4, pupils should have memorised their multiplication tables up to and including the 12 times table, and should show precision and fluency in their work.
Pupils are immersed in mathematical vocabulary, which they should be able to spell correctly and confidently, using their growing word knowledge and their knowledge of spelling.
Upper Key Stage 2
Add your content here
Our whole-school curriculum vision
At Weeton St Michael's C of E Primary School, our vision is to provide our children with a high-quality, inclusive education inspired by Christian values. Excellent teaching and learning form the basis of all our work, delivered through a caring, creative ethos.
Our children are encouraged to have a positive attitude, develop resilience in their approach to learning, become confident in their own ability, and be independent and motivated to achieve their full potential.
We believe it is our duty to make learning fun, engaging, memorable, accessible and ambitious for all children, instilling in them a love of learning.
We take seriously our duty to teach children about the fundamental British values of mutual respect and tolerance, democracy, the rule of law and individual liberty. These values are woven through our curriculum so that our learners leave us prepared for life in modern Britain.
Documents
Take a closer look at the subjects we teach
Weeton Mathematics Progression Map
Our progression document details the precise knowledge taught in each unit of work.
Weeton Mathematics Progression Map
Our progression document details the precise knowledge taught in each unit of work.
Weeton Mathematics Progression Map
Our progression document details the precise knowledge taught in each unit of work.
Weeton Mathematics Progression Map
Our progression document details the precise knowledge taught in each unit of work.
Useful links
Good places to practise
We had added some resource links that our children actually use or which may be handy to learn at home.
Questions about the curriculum?
Our subject leaders are always happy to talk. Call 01253 836280
