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Maths - Curriculum Statement

Intent

At Mount Charles, we follow a mastery approach to the teaching of the mathematics objectives laid out in the National Curriculum. It is our belief that all pupils can achieve and succeed in maths. In order for this to happen, our curriculum has been planned and implemented to ensure that every child has a sound understanding of the intricacies of mathematics. We aim for children to leave our school equipped with the mathematical skills and knowledge to enable them to thrive in life.

Our aspiration is for every child to see themselves as a mathematician - demonstrating a confident attitude towards tackling problems both in and out of the classroom and understanding the importance of maths in the wider world. 

Implementation

To ensure constancy and progression across the school, our main teaching and planning resource is the DfE approved Power Maths scheme, which is fully aligned with White Rose: we use White Rose to ensure coverage of the National Curriculum and Power Maths to deliver it. Power Maths is a clearly structured teaching and learning process that helps us make certain that every child masters each maths concept securely and deeply. For each year group, the curriculum is broken down into core concepts, taught in units. A unit divides into smaller learning steps – lessons. The sequence of lessons is designed to empower children to understand core concepts and grow in confidence. The children complete work in their Power Maths practice books which support the consistent use of models, images and approaches through the school, allowing children to draw on prior learning easily.

Power Maths brings together calculation, reasoning and problem solving in to a series of lessons, which ensures that secure links are made and that prior knowledge is being tested and challenged throughout. Children are encouraged to solve problems each day through the use of concrete resources, pictorial representations and abstract thinking (the CPA approach). All children have access to manipulatives to aid with this and this helps children tackle concepts in a tangible and more comfortable way.

In addition, we place a strong emphasis on the power of questioning: this enables us both to explore topics together as a class as well as verbally develop reasoning skills during our lessons. Children are encouraged to take ownership of their learning through self and peer assessment and are encouraged to discuss errors and learn from mistakes.

Teachers and pupils mark pupils' work during the lesson so that the children get instant feedback about their learning and teachers adapt future planning based on this.

Number Stacks is used where additional one-to-one or small group intervention is needed to support children to keep up.

Every year group has a daily, twenty-minute fluency session:

-        Years 1 – 6 teach times tables and numbers bonds using the Mount Charles Times Table Planner document and the strategies out lined in our Five Day Teaching timetable. 

-        Key Stage 1 follow the NCTEM Mastering Number program which aims to secure good number sense in all children by focusing on fluency in calculation and a confidence and flexibility with number.

-        Key Stage 2 follow Fluent in Five which provides daily arithmetic questions to build number fluency and confidence.

We use Times Table Rock Stars in KS2 and Numbots in KS1 to aid with rapid recall of multiplication and division facts and number bonds.

Impact 

o   Pupils enjoy maths and are confident mathematicians across a range of concepts.

o   Pupils of all abilities are able to succeed in all maths lessons.

o   Pupils use a range of strategies to efficiently calculate mentally.

o   Pupils have a secure understanding of written methods and can apply them appropriately.

o   Pupils are able to access maths across the curriculum in their next stage of education.

o   Teachers plan lessons which meet the needs of all learners.

o   Teachers are secure in their subject knowledge.

o   Parents and carers will have a good understanding of how they can support maths at home.

 

Impact is measured using:

o   Termly PuMA assessments (Year 1-6);

o   Analysis of the PuMA assessments by the Maths lead who then shares action points and priorities with class teachers;

o   Termly data meetings to review pupil’s individual progress and progress of the class;

o   Half-termly monitoring of children’s maths outcomes in workbooks;

o   Half-termly learning walks to monitor maths teaching – successes and feedback given to teachers;

o   Number Stacks provision reviews on Edukey;

o   Annual pupil conferencing linked to maths.