Mathematics Curriculum Statement

Intent

At St Joseph’s Primary School, we strive to develop self-confident, independent learners who enjoy thinking deeply about mathematical concepts. We hold a deep-rooted belief that maths teaching should be inclusive for all through carefully supported teaching. We believe that children should be given the skills to understand the world around them by their ability to calculate, reason and problem solve. We aim to develop these skills through the ‘Concrete, Pictorial and Abstract’ approach. This approach enables all children to learn maths with a hand-on approach and allows them to make links to abstract concepts by having clear models to aid their understanding.

We aim for our children to:

• Develop a positive attitude and approach to maths.
• Provide the children with a learning environment that promotes discovery and risk-taking
• Become life-long learners who become numerate adults

Implementation

We must provide our children with a solid foundation in mathematics. We place an emphasis on mathematical skills, ensuring that the curriculum content is well sequenced in order to promote a depth of understanding. This depth of study allows our higher achievers opportunities to explore and make deep connections within and across topics. It is also inclusive of all pupils and ensures that all pupils are exposed to age-appropriate teaching.

In line with the ‘Concrete, Pictorial and Abstract’ approach that we deliver, children have constant access to a range of high-quality manipulatives. Having access to and deciding upon which manipulatives to use reinforces our intent to create independent learners who are confident to explore maths in a hands-on way. We have used the DFE approved White Rose Maths scheme of work as a framework to build a bespoke learning experience that caters for the needs of the pupils in our community. This scheme is supplemented by other high-quality resources such as Classroom Secrets.

We ensure that children are given the opportunity to re-visit prior learning and build upon this quickly and efficiently.

We do this by:

• Using ‘arithmetic starters’ to aid fluency.
• Follow the ‘White Rose Maths’ support documents which maps out key learning from prior year groups to their current topic
• Formative assessment from each session is used to inform future planning to address misconceptions

Our delivery of White Rose Maths follows a similar approach from Year 1 to Year 6. Having a clear, coherent, and consistent structure allows pupils to thrive as they move through the school.

Impact

Assessment is an integral part of delivering effective Maths teaching for all pupils. Assessment comes in many forms. However we regularly use the following methods:

Summative Assessments

• Regular topic based low stakes assessments
• Termly testing using White Rose Maths assessments.
• Identifying misconceptions through marking and planning to address misconceptions moving forward

Formative Assessments

• Daily arithmetic practice that is marked by the class teacher to identify misconceptions
• Children solving problems together – There is more than one way to solve a problem
• Class discussion and verbal feedback
• Use of concrete manipulatives to show understanding

These assessments are used to inform:

• Pupil Progress Meetings
• Subject Leader drop ins
• Reporting to parents
• Reporting to Governors

Children at St Joseph’s Primary School enjoy Maths. Lessons are inclusive of all pupils and we expect that our pupils are fluent in fundamental skills, able to reason mathematically and solve problems in a variety of ways. The impact of our current standards and the appropriateness of pitch and progression is measured through monitoring and feedback this includes:

• Learning walks
• Lesson observation and feedback
• Book looks
• Pupil voice conversations
• Peer review
• Team teaching
• Staff meeting training and discussion
• Half-termly data
• In house moderation