Maths

Intent

Implementation

Impact

To be fluent in the fundamentals of mathematics, 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.

To reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.  

To 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.  

To provide a curriculum which caters for the needs of all individuals.

To be confident in using Concrete, Pictorial and Abstract (CPA) resources to solve maths problems.  

To have rapid recall of number facts and timetables (whilst also recognising the inverse).  

To apply known mental strategies to develop the efficiency of their learning.

At SMRP, we are following and using the White Rose scheme of learning. Through this, the children are exposed to fluency, problem solving and reasoning in line with the national curriculum expectations.  

Medium term plans are used, ensuring maths areas are taught in blocks to allow our children to be immersed fully into the maths area whilst being able to deepen their understanding.  

SMRP’s calculation policy is used across the school to ensure that there is a clear progression and developing consistency of methods used.

We implement our approach through high quality teaching delivering appropriately challenging work for all individuals. Learning is supported using Concrete, Pictorial and Abstract (CPA) resources.

Lesson starters are used to quickly recap the previous learning to ensure that mathematical concepts have been learnt and remembered.  

Pre teaching, catch-up sessions and short maths interventions are used to support the children in consolidating their mathematical understanding and ensuring any misconceptions are quickly addressed.  
 

Teaching is informed by the use of formative assessment (e.g. cold and hot assessment tasks are used at the beginning and end of each maths block) and summative assessments (NFER and previous SATs paper).

Children at SMRP use Times Tables Rockstars and Numbots outside of the class to support their fluency and quick mental recall of known number facts. 
 

Maths is taught across the curriculum ensuring that skills taught in these lessons are applied in other subjects

Mental Maths is discreetly taught once a week from Year 1 to Year 6. 

Maths lessons are engaging and well-resourced with the pupils acknowledging that the journey to finding an answer is the most important factor.

Our children are resilient and they make measurable progress against the National Curriculum objectives.

Children are keen to attempt a range of problems and choose the equipment they need to help them to learn, along with the strategies they think are best suited to each scenario.

Children are developing skills in being articulate and are able to reason verbally, pictorially and in written form.

Assessment, both formative and summative, demonstrates good progress across the school. From this, children are identified for additional support to ensure misconceptions are identified and rectified.

Well-planned sequences of learning support pupils to develop and refine their maths skills.

Children are able to independently apply their knowledge to a range of increasingly complex problems.