Mathematics

Intent, Implementation and Impact Statement for Maths

Intent

Our vision for maths

Our Christian vision is ‘Love your neighbour as you love yourself’ taken from the parable of The Good Samaritan.

This inspires us to be the best version of ourselves in order that we may flourish, mentally, physically, emotionally and spiritually; serve others and live life in all its fullness. In maths, we intend that all children should be confident mathematicians who can apply their skills in many contexts.

At St Mary’s we provide a broad and balanced mathematics curriculum for all children. We encourage them to reflect, share and discuss their learning. We promote enjoyment and enthusiasm, while fostering a positive approach to learning through practical activity, exploration and discussion. Children become fluent in the fundamentals of mathematics, through varied and frequent practice with increasingly complex problems over time. We have a big focus on the use of manipulatives (concrete, pictorial and abstract) to aid and deepen understanding of mathematical concepts.

Our maths curriculum reflects our five school values

Implementation

Maths is taught discretely in Years 1 to 6 during daily lessons using the mastery maths approach. The calculation policy illustrates the progression that teachers will follow when planning for the four key operations. It is introduced in the EYFS where children are encouraged to use the methods in a practical way. As children enter Year 2 children start to use representations to solve calculations. In Key Stage 2 pupils are taught the formal written methods for each of the four operations. Children are encouraged to dive deeper to develop and extend their mathematical understanding.

Teachers in years 1, 2, 3, 4 and 5 at St Mary’s are utilising the Maths No Problem teaching and learning materials. Teachers in Foundation Stage and year 6 are using White Rose. These are not to be followed discreetly as teachers must always use their professional judgement and AfL to assess children’s progress. 

Children in years 2 to 6 complete a minimum of three sessions of TTrockstars, where they learn and practice their fluency in timestables. Flashback 4 is used in KS1 and KS2 to give children the opportunity to practice, revisit and build fluency in mental maths and the use of the formal methods for the four operations and fractions.

Planning is flexible and responsive to either recap what has been taught, practice the concepts learned or to move the children on. Planning is regularly monitored by subject leaders and Senior Leadership Team (SLT).

 Children will have the opportunity to apply their maths skills across all curriculum areas.

Impact

Assessment for learning (AFL) is integral to the daily teaching of mathematics, with adjustments being made to the planning and teaching as the week progresses. Staff make assessments of the children’s learning on a daily basis through observation, listening to the children, engaging them in conversation about what they are doing, asking open-ended questions and checking understanding. The pupils own view of his/her attainment is taken into account through a variety of self-assessment methods. 

Pupil progress is recorded using Target Tracker informed by ongoing assessments and updated regularly to show where the children are in their attainment. The SLT holds Pupil Progress Meetings each term with each class teacher to discuss the progress of the children in their class. Progress is monitored of all children at regular stages throughout the school year.

SAT tests are carried out during the summer term for Year 2 and 6 children to support the Teacher’s assessments of the children’s attainment and further inform planning to further develop learning.

The teaching and learning of mathematics throughout the school is monitored and evaluated by Maths Leaders and SLT, through observation of maths teaching and scrutiny of work. This policy will be reviewed regularly by the Maths Leaders, SLT and whole staff.

The impact of our maths curriculum can be seen by talking to the children about their interest in this subject and seeing evidence in their books, on learning walls in classrooms and on displays