We aim to inspire all of our pupils, irrespective of their ability, to reach their full academic potential in all subjects. We recognise that Mathematics is a critical area of skill and knowledge that impacts on the quality and value of the lives we lead. Therefore, our objectives in the teaching of the Mathematics curriculum include:

• To promote enjoyment of learning through practical activity, exploration and discussion;
• To develop confidence and competence with numbers and the number system;
• To develop the ability to solve problems through decision-making and reasoning in a range of contexts;
• to develop a practical understanding the ways in which information is gathered and presented;
• To explore features of shape and space, and developing measuring skills in a range of contexts;
• To help children understand the importance of Mathematics in everyday life.

 

Intent, implementation and impact

 

Intent:

 

Our church school community seeks to inspire children and adults to love, learn and flourish together so we may become everything God has created us to be.

 

Our Christian vision is embedded thoroughly in our school life and the learning that is contained therein. In Mathematics, we show mutual respect for teachers and pupils in the learning process. This mutual respect is built on trust that staff are all trying our best for all pupils in our care and children are trying their best in their learning. Pupils in Mathematics are encouraged to take responsibility for their learning – being ready to start learning, showing good learning behaviours during teaching and engaging, positively with tasks set. The teaching of mathematics supports the social development of our children through the way we expect them to work with each other in lessons. We group children so that they work together, and we give them the chance to discuss their ideas and results.

 

At Woodchester Endowed C of E Primary School, we aim to build knowledge and skills through an engaging Maths curriculum; finding ways to make the learning stick and using real life examples to make Maths meaningful. For example, the use of Times Tables Rock Stars to embed times tables or posing multi-layered problem-solving questions based on everyday life. This is achieved through carefully planned and sequenced lessons, based on small steps for particular year groups which are adapted and developed to support SEN pupils.

 

We aim to allow children to approach Mathematics with a confident, “can do” attitude. We have high expectations for all and foster the belief that, with hard work and effort, the children will achieve successful outcomes and view setbacks or difficulties as an opportunity to reflect on their learning. It is important that children develop resilience and independence but in a wholly supportive and safe environment.

 

 

Implementation:

 

• Subject Knowledge – The Mathematics Leader ensures that subject knowledge is at least good, with cluster working and membership of the GLOW Maths Mastery TRG supporting the development of Mathematics’ subject knowledge and pedagogy across the school. The Mastery approach is being embedded in every year group. Moderation and support ensure colleagues’ subject knowledge in Mathematics is developed in line with best practice. Regular staff meetings and book looks are carried out to maintain the consistent standards and expectations throughout the school.
• Delivery – Quality first teaching in Mathematics allows all pupils to access fluency, reasoning and problem solving through daily Maths lessons.
• Progression – Through staff meetings, pupils progress meetings and the use of supporting documents and data, progression is discussed and gaps within learning are identified. Staff collaborated to update the calculation Policy, which supports the use of concrete, pictorial and abstract methods, ensuring consistency within the teaching of Mathematics.
• Breadth and Depth – Teaching in Mathematics allows children to become fluent mathematicians. Fluency skills are deepened through reasoning and problem-solving work across the curriculum. This allows all children to develop a rich mathematical vocabulary and a deeper and secure knowledge and understanding of Mathematics.

 

 

Impact:

 

The teaching and assessing of Mathematics at Woodchester Endowed C of E Primary School follows the Assessment for Learning cycle of; plan, teach, review and assess. An ongoing assessment of children is taking place throughout lessons and teaching. Children’s work is marked according to our Marking and Feedback Policy and is assessed against national Curriculum objectives. Children in the EYFS are assessed against the Development Matters statements and Early Learning Goals. Formal tests are administered from Y2 to Y6 in the form of Star Assessments. These online tests are completed every half term and build up a picture of a child’s progress and attainment. The results from these tests are analysed and used to identify gaps in understanding, which, in turn, leads to meaningful interventions.

 

 

 

 

 

 

 

 

 

 

 

	National Curriculum Mathematics Programme of Study	[pdf 487KB]
	Place Value Progression Map	[pdf 429KB]
	Addition and Subtraction Progression Map	[pdf 426KB]
	Multiplication and Division Progression Map	[pdf 487KB]
	Fractions Progression Map	[pdf 456KB]
	Ratio and Proportion Progression Map	[pdf 229KB]
	Algebra Progression Map	[pdf 532KB]
	Measurement Progression Map	[pdf 451KB]
	Geometry Properties of Shapes Progression Map	[pdf 293KB]
	Geometry - Position, Direction and Movement Progression Map	[pdf 228KB]
	Statistics Progression Map	[pdf 231KB]