Mathematics

Mathematics Intent Statement

In maths, our aim is for all children to master the basic skills through practise, practise, and practise. We intend for maths to be seen as achievable for all children (including those with different learning styles); we will do this by giving the children concrete, pictorial and abstract methods to achieve this. We will provide a range of fluency, reasoning and problem solving activities for children to apply and deepen their understanding of these basic skills. This will enable the children to develop a positive attitude towards maths and to develop the resilience and confidence needed for them to work independently. Through developing positive attitudes and securing basic skills, our aim is for children to be secure and ready for the next phase in their education.

Our rationale and aims

The National Curriculum mathematics plan describes in detail what pupils must learn in each year group. Combined with the Smawthorne Henry Moore Calculation Policy, this ensures continuity and progression and high expectations for attainment in mathematics.

It is vital that a positive attitude towards mathematics is encouraged amongst all of our pupils in order to foster confidence and achievement in a skill that is essential in our society. At Smawthorne Henry Moore we use the National Curriculum for Mathematics (2014) as the basis of our mathematics program. We are committed to ensuring that all pupils achieve mastery in the key concepts of mathematics, appropriate for their age group. This ensures that they make genuine progress and avoid gaps in their understanding that would result in barriers to learning as they move through education. Assessment for Learning, an emphasis on investigation, problem solving and the development of mathematical thinking and a rigorous approach to the development of teacher subject knowledge are therefore essential components of our approach to this subject.

The National Curriculum for mathematics aims to ensure all pupils:

• become fluent in the fundamentals of mathematics so that they are efficient in using and selecting the appropriate written algorithms and mental methods, underpinned by mathematical concepts;
• can solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios;
• can reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.

Teachers plan lessons from the Long Term plan, which is in line with the White Rose Maths schemes for years 1 - 6. Pupils are taught how to solve problems, develop their reasoning skills and answer questions using formal written methods, according to the guidance in the national curriculum. Pupils are often taught through a systematic approach to develop fluency, reasoning and problem solving. Strategies are taught through concrete/practical approaches before moving onto a more pictorial/visual approach before finally encouraging abstract/written strategies. Children are supported to understand each approach fully before being moved on.

Maths long term plans

Arithmetic

Daily arithmetic lessons are planned into the time table for Years 1 – 6 to ensure that children are fluent in basic mental skills, appropriate to their year group and through recapping prior learning. Planning for these arithmetic sessions is taken from the long term mental arithmetic plans.

Links to Maths websites

https://ttrockstars.com/ 

https://whiterosemaths.com/homelearning/ 

https://www.bbc.co.uk/bitesize/subjects/zjxhfg8 (KS1) 

https://www.bbc.co.uk/bitesize/subjects/z826n39 (KS2) 

https://nrich.maths.org/primary (Nrich challenge activities) 

Mathematics National Curriculum Programme of Study: