National Curriculum
The National Curriculum for Maths aims to ensure that all pupils:
- 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.
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
- can solve problems by applying their 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.
The Intent of our Mathematics Curriculum
At KWPS, we believe that mathematics is a life skill and an essential element of communication, widely used in society, both in everyday situations and in the world of work. Therefore, our high-quality maths education at KWPS provides the opportunity for children to:
- enquire, explore, experiment and make connections within their mathematical understanding;
- develop the ability to reason mathematically and solve problems;
- cultivate an appreciation of the beauty and power of mathematics and a sense of enjoyment and curiosity about the subject.
We aim to enable children to develop a deep, long-term, secure and adaptable understanding of Maths and to equip them with the positive mindset that EVERYONE can ‘do’ Maths.
The Implementation of our Mathematics Curriculum
Alongside the EYFS Framework and Early Learning Goals in Reception and the National Curriculum in KS1 and KS2, we use the White Rose Maths planning resources and, in addition, Reception, Year 1 and 2 all follow the NCETM Mastering Number lessons outside of the daily Maths lesson.
Every class takes part in a daily Maths lesson which focusses on recapping and using previous knowledge and skills as well as exploring new learning. Every day there will be the opportunity to practise fluency with mental and oral skills and to reason about their learning through discussion, explanation and/or problem-solving. Rich vocabulary and opportunities for partner and group talk will be included.
We take children through a concrete, pictorial, abstract sequence in their learning with clear modelling of concepts using objects, pictures, words and/or numbers to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding at all levels. Children have access to appropriate resources at each stage and are encouraged to make choices about what materials can support their learning.
The Impact of our Mathematics Curriculum
As part of the ongoing teaching and learning process, teachers will regularly assess children's understanding, achievement and progress in mathematics. Assessment may be based upon observation, questioning, informal testing and the marking and evaluation of work. This will inform day to day teaching and learning and provide feedback to children.
At the end of each term, children from Year 1 onwards complete arithmetic and reasoning test papers linked to that term’s learning and teachers use this information, in conjunction with their ongoing teacher assessments, to help decide whether a child is working below, in line with or above year group expectations. This judgement is then inputted into our tracking system. Class teachers and the subject leader/SLT monitor this progress and put in appropriate intervention as necessary following discussions.
At the end of the year, compulsory National Curriculum mathematics tests for pupils in Year 6 and the Year 4 multiplication tables test are implemented (following National directives.) In Reception, children are assessed using the Baseline Assessment at the start of the year and against the Early Learning Goals at the end of the year.
Teachers also draw upon their daily, periodic and transitional assessment evidence when discussing children’s progress in the two parents evening meetings a year and when producing an end of year written report to parents. Information about the child’s strengths, progress and areas for development will be shared with the child’s next teacher during handover meetings.
The subject leader further monitors the impact of our rich Maths curriculum through learning walks, lesson observations, pupil discussions, leading moderation, training and progress meetings and providing termly reports to governors.