Maths

Mathematics Curriculum

Subject Leader for Mathematics: Miss Oakes

Vision and Intent:

At St Michael and St Martin Catholic Primary School, we believe that children should leave their primary education as confident, resilient mathematicians with a deep conceptual understanding of the skills and knowledge required to approach any mathematical problem. We intend for the children to first become fluent in the fundamentals of mathematics, through varied and frequent practice.  

All children should achieve well academically by gaining the skills and knowledge that will allow them to be literate, numerate and problem solvers. Our aim is to enable all of our pupils to use maths as a tool to make sense of the world through the use of rich, inspiring and challenging mathematical tasks. We aim to provide opportunities to think about maths beyond what is tested in national examinations and to be equipped with an understanding of mathematics that will be relevant and useful in their future studies and in the world of work. 

Implementation

At St Michael and St Martin, we follow Development Matters (EYFS) and the National Curriculum (KS1 and KS2).  By the end of Reception children must develop a strong grounding in numbers so that all children develop the necessary building blocks to excel mathematically. During KS1 and KS2, children must become fluent in the fundamentals of mathematics, reason mathematically by following a line of enquiry and solve problems by applying their knowledge to a variety of routine and non-routine problems.

As a school, we believe in the importance of following the concrete-pictorial-abstract (CPA) approach as a means to developing a solid understanding of mathematical concepts which can be applied in a variety of contexts through reasoning and problem solving challenges. From Reception to Year 6, we follow the White Rose scheme to support the children in learning the fundamentals behind the meanings of numbers and exploring other key mathematical areas of learning. 

Children participate in daily maths lessons where learning is sequenced into small steps to break down key areas of learning. This allows for progression in lessons and over time/throughout units, and also throughout year groups. Differentiation is achieved by emphasising this deep knowledge and through individual support and intervention. Adopting a mastery approach to teaching mathematics, focuses on developing deep conceptual learning to ensure secure foundations that pupils can build on throughout their education. 

Impact

As a result of our school vision, maths here are St Michael and St Martin provides opportunities and experiences for children to:

• Enjoy the subject and study it with confidence and a sense of achievement.
• 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. 
• Solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
• Apply their mathematical skills and knowledge to other areas of the curriculum.
• Understand the importance of mathematics in everyday life.

If you were to walk into a Maths lesson you will see:

• Enthusiastic and keen mathematicians
• Well-planned and confident teaching
• Passionate teachers encouraging the use of key mathematical vocabulary 
• Clear modelling examples of new concepts
• Use of concrete resources where applicable
• Children who are willing to take risks and think flexibly

Pupil Voice Quotes

Vernon (yr6) - I like solving equations and problem solving because I can use it in everyday life.

Andrew (yr5) - We are learning about budgeting. We can buy what we need like food and then spend the rest on something we want.

Mevlan (yr3) - I like learning my times tables because I will get smarter.

Liepa (yr3) - I enjoyed working out how much stuff cost and then working out the change.

Joanna (yr2) - In global money week we learnt about how to keep our money safe.

Kingston (yr2) - I like showing my working out in arithmetic starters.

Maryanne (yr2) - I learnt about saving money and making sure I put it somewhere safe.

Cain (Rec) - I like balancing

Alyssa (Rec) - We are learning about weight. (She then tipped her arms and told me that the heavy object is down)

Shae (Nur) - I am learning about the number 4.

Our Diverse Curriculum

As a school, we are passionate that our children receive a broad, balanced, inclusive and diverse curriculum. Within this subject, we will ensure that children of all abilities and backgrounds will progress. Following the CPA approach will benefit all children, but particularly support our SEND learners in reinforcing concepts before moving on to the pictorial and then abstract. Pre and post-teaching is used to introduce key vocabulary and help solidify children’s understanding of concepts. Where targeted provision is required, we utilise interventions which derive specifically from summative assessments. Knowledge organisers have also been introduced to support children in their organisation of learning about new concepts. 

When catering for our more able children, it is important to understand that we should not be working on content from the next year group or practising the same concept with bigger numbers. Instead, children should confidently and independently be able to deal with increases in complexity, deduction and reasoning.

Cultural Capital

Mathematics forms an important part of our broad and balanced curriculum, where we endeavour to ensure that children develop an enjoyment and enthusiasm for maths that will stay with them throughout their lives and empower them in their futures. Our pupils are given every opportunity to participate in a wide range of learning experiences beyond the classroom. These experiences include themed days/weeks, workshops and bringing maths to life through real-life contexts. We give our pupils the opportunity to think about maths beyond what is tested in national examinations and to be equipped with an understanding of mathematics that will be relevant and useful in their future studies and in the world of work. We understand that a deep grasp of mathematics is essential to enabling greater social equity and mobility. 

How do the pupils at St Michael and St Martin Catholic Primary School develop the school ‘STRIVE’ values through Mathematics? 

Our children strive to:

• develop deep thinking and question the way in which the world works, promoting their spiritual growth. 
• challenge themselves through the use of critical thinking and develop efficient and effective approaches to solve problems.
• take risks and challenge their mathematical thinking;  recognising that ‘FAILing’ is just a First Attempt In Learning which helps to facilitate their resilience
• draw upon their knowledge and skills to tackle problems with independence.

• confidently share their thoughts and approaches, instilling within themselves that they are valued members of the class.
• show empathy towards their peers, establishing a safe and supportive learning environment