Intent
The national curriculum for mathematics aims to ensure that all children:
- become fluent in the fundamentals of mathematics;
- are able to reason mathematically;
- can solve real-life problems by applying their mathematics.
At Longhill Primary School, we provide a rich, balanced and progressive curriculum – embedding the skills outlined in the programmes of study. The mapping of mathematics across the school shows clear progression in line with age related expectations.
We encourage children to see maths as a tool for everyday life by creating a range of practical tasks, real-life problems and contextual experiences. The children will enjoy maths, experience success in the subject and develop the ability to reason mathematically.
Implementation
In addition to following the national curriculum, we use Big Maths as our main approach in the teaching of mathematics. Big Maths clarifies the relationship between Basic Skills and Wider Maths.
Basic Skills comprises the following four cornerstones which lead to a person becoming numerate: ‘Counting’, ‘Learn-Its’, ‘It’s Nothing New’ and ‘Calculation’ (CLIC). Taught daily these fun, lively and extremely focused sessions provide complete fluency and form the foundations upon which all learning is built. At the end of each Basic Skills lesson, children are encouraged to use the skills learnt through CLIC in order to solve real-life problems.
Taught twice a week, Wider Maths focuses on the rest of the maths curriculum and the other skills needed in order for a child to become fully numerate. It is made up of the subsequent essential elements: ‘Shape’, ‘Amounts’, ‘Fractions’ and ‘Explaining Data’ (SAFE).
Used as an enjoyable culmination of the week, children complete 3 Big Maths Beat That Challenges every Friday. Done weekly, these different areas of assessment are used in order to:
- create an atmosphere that celebrates success (as each child is encouraged to beat their previous best score),
- track and gauge each individual child’s Basic Skills and Wider Maths knowledge,
- determine each pupil’s recall of multiplication tables and basic number facts (ensuring that all children have secured this recall at the age of 9),
- identify any gaps in learning,
- reveal any children that haven’t grasped the previous week’s learning.
Big Maths promotes the use of pre-agreed sequences of progression. These simple steps allow connections to be made and any gaps in a child’s understanding to be quickly identified and remedied. In order to deepen understanding, reasoning and problem-solving opportunities are embedded within our Big Maths sessions.
To boost our times table recall speed, the pupils in KS2 also participate in Times Table Rock Stars sessions. In these short, daily sessions, children are challenged to recall as many times tables facts as possible within a set limit.
Whilst we recognise the importance of mathematics in the classroom, we also emphasise the practical application of skills, helping children understand that maths is an essential part of everyday life.
Impact
Our maths curriculum allows the children to understand the relevance of what they are learning in relation to real world concepts. We have developed a safe environment where children are encouraged to ‘be brave’, develop their mathematical skills and work collaboratively where appropriate. We utilise regular and ongoing assessments through weekly ‘Learn Its’, ‘CLIC’ and ‘SAFE’ challenges, as well as end of term/year summative assessment. This constant analysis informs teaching, as well as intervention, to support and enable the success of every child.
Our maths books show a wide range of activities, developing learning through the use of fluency, reasoning and problem-solving tasks. Common misconceptions are dealt with quickly within the class and individualised support is offered to children through daily intervention.
Throughout the year, the maths lead will carry out pupil interviews, book scrutinies, and ‘drop in’ observations to ensure the correct delivery of the curriculum and address any areas for improvement.
All children will be taught the breadth of the curriculum, which will be adapted to meet the needs of each child. Quality first teaching with high expectations and challenges ensures all pupils become confident in their knowledge and understanding of mathematical concepts and progress to the next stage securely.
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