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Mathematics

At St Peter's CEP School, we believe all children can succeed in Maths and it is our aim to build lifelong, confident mathematicians who have a love for the subject and are prepared for the next stage of their learning.

Intent

We have High Expectations for all learners. We use a Maths Mastery approach which allows all children secure long term, deep and adaptable understanding of maths which they can apply in wide a range of contexts. Teachers teach the skills needed to succeed in mathematics providing high quality examples, models and use of manipulatives to support learning. 

We make links to the emotional journey we feel as Maths learners – acknowledging challenge and success and making links to the Zones of Regulation within our journeys, as well as incorporating the school values of: Joy, determination, respect, courage and kindness. 

We intend to create a vocabulary rich environment, where talk for Maths is a key learning tool for all pupils. Pre teaching key vocabulary is a driver for pupil understanding and develops the confidence of pupils to explain mathematically. Stem sentences are used to support children explain their mathematical ideas. We offer children Time to Think – Time to Talk – Time to Share. This allows them to digest, discuss and build the confidence to share their ideas. 

Fluency - We intend for all pupils to become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.  

Reasoning - We intend for all pupils to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. 

Problem Solving - We intend for all pupils to solve problems by applying their understanding of mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. 

Modelling

Teachers teach the skills needed to succeed in mathematics providing high quality examples, models and use of manipulatives to support learning.

A Vocabulary Rich Environment

We intend to create a vocabulary rich environment, where talk for Maths is a key learning tool for all pupils. Pre teaching key vocabulary is a driver for pupil understanding and develops the confidence of pupils to explain mathematically.

Stem sentences are used to support children explain their mathematical ideas.

Pattern and Connection Identification

All children will have opportunities to identify patterns or connections in their Maths; they can use this to predict and reason and to also develop their own patterns or links in Maths and other subjects.

The Teaching of Fluency

We intend for all pupils to become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

The Teaching of Reasoning

We intend for all pupils to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.

The Teaching of Problem Solving

We intend for all pupils to solve problems by applying their understanding of mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Mastery

All children secure longterm, deep and adaptable understanding of Maths which they can apply in a range of  contexts.

 

Implementation

All classes follow the White Rose Maths scheme of learning which is based on the National Curriculum. Lessons may be adapted to address the individual needs and requirements of a class. We enhance our lessons with a range of additional resources including those provided by the NCETM, I See Maths and NRICH to broaden our children’s maths diet. 

In EYFS and KS1 we use the NCETM Mastering Number program to develop number sense and build strong foundations in number for our youngest learners. 

Planning

Every class from EYFS to Y6 follows the White Rose scheme of learning which is based on the National Curriculum. Lessons may be personalised to address the individual needs and requirements for a class but coverage is maintained. In order to further develop the children’s fluency, reasoning and problem-solving, we use Deepening Understanding which correlates to the White Rose lessons and further develops children’s understanding of a concept and the links between Maths topics. We also use a range of planning resources including those provided by the NCETM and NRICH to enrich our children’s Maths diet.

Morning Work & Consolidation/Pre-Teaching 

We have morning activities in each class whereby children are set a Maths task to ensure general Maths knowledge and fluency are maintained and developed; these may take many forms, for example: arithmetic, specific times tables or several questions about a mixture of Maths topics. While the class are solving the questions, the staff are able to support children with consolidation or pre-teaching ensuring they are confident with skills required for the upcoming session.

Assessment

Through our teaching we continuously monitor pupils’ progress against expected attainment for their age, making formative assessment notes where appropriate and using these to inform our teaching. Summative assessments are completed at the end of each half term; their results form discussions in termly Pupil Progress Meetings and update our summative school tracker. The main purpose of all assessment is to always ensure that we are providing excellent provision for every child.

Online Maths Tools

In order to advance individual children’s Maths skills in school and at home, we utilise Numbots and Times Tables Rock Stars for fluency and multiplication practise, application and consolidation. In KS2, Maths homework is set weekly, often using MyMaths.

Concrete Pictorial Abstract (CPA)

We implement our approach through high quality teaching delivering appropriately challenging work for all individuals. To support us, we have a range of mathematical resources in classrooms including Numicon, Base10 and counters (concrete equipment). When children have grasped a concept using concrete equipment, images and diagrams are used (pictorial) prior to moving to abstract questions. Abstract Maths relies on the children understanding a concept thoroughly and being able to use their knowledge and understanding to answer and solve Maths without equipment or images.

Whole school events

We celebrate whole school Maths themed days and events including, Barvember,  NSPCC Number Day, MyMoney Week and Maths Week England. We also plan whole school competitions such as TTRS England Rocks. These bring the whole school together to concentrate on one theme. We celebrate success and progress of our learners. 

Continuing Professional Development (CPD)

We continuously strive to better ourselves and frequently share ideas and things that have been particularly effective. We take part in training opportunities and regional networking events, such as the NCETM and Kent and Medway Maths Hub work groups.

Cross Curricular Maths

Teachers endeavour to provide opportunities for children to apply their Maths skills in practical contexts across the curriculum allowing them to make sense of their learning and give it a context and purpose.  

EYFS

All children in the Foundation Stage have daily opportunities to develop their mathematical understanding, both through whole class learning, teacher directed inputs and through play. The 2 strands of Mathematics taught in the EYFS are Number and Numerical Patterns.

Impact

At St Peter’s CEP, by the end of Y6 we expect that our children will: 

  • become fluent in the fundamentals of mathematics. 

  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations.  

  • solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication.  

  • Children show confidence in believing that they will achieve and have a love of maths.  

  • Children demonstrate a quick recall of facts and procedures. This includes the recall of multiplication tables.  

  • Children show a high level of pride in the presentation and understanding of work. 

  • Children understand that they will encounter challenge within Maths, but understand that this is part of their learning journey and what helps them to succeed. 

  • be able to show Mathematical concepts or skills in multiple ways, using mathematical language to explain ideas and can independently apply the concept to new problems in unfamiliar situations. 

 

Maths Book Expectations 

 

 

Maths Vocabulary Addition and Subtraction KS1

Maths Vocabulary Addition and Subtraction KS2

 

Year 1-6 White Rose Maths Curriculum Overview

 

ST PETERS CALCULATION POLICY - Addition and Division

ST PETERS CALCULATION POLICY - Subtraction and Multiplication

 

Useful Links 

BBC Bitesize - KS1

BBC Bitesize - KS2

CBeebies - Numberblocks

Mathletics

National Centre for Excellence in the Teaching of Mathematics (NCETM)

Numbots

Topmarks - online Maths games

TTRS

Times Tables Rockstars (TTRS) parent guide