Maths

At Hadlow Primary, we recognise that Mathematics is essential to everyday life and we aim to provide a high quality mathematics education with a mastery approach so that all children:

• become fluent in the fundamentals of mathematics.

• reason mathematically.

• can solve problems by applying their mathematics. (National Curriculum 2014)

Our intentions for the Maths curriculum at Hadlow Primary school

We intend on delivering a curriculum which, recognises that mathematics underpins much of our daily lives and therefore is of paramount importance to ensure that children are inspired and become successful in the next stages of their learning. We deliver a curriculum which, allows children to be a part of creative and engaging lessons that will give them a range of opportunities to explore mathematics following a mastery approach. We want to give each pupil a chance to believe in themselves as mathematicians and develop the power of resilience, when faced with mathematical challenges. We intend to ensure that all children are exposed to high quality teaching and learning opportunities, striving to achieve their potential. We make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly challenging problems. We want to provide equal opportunities for children to apply their mathematical knowledge to other subjects (cross-curricular links). We intend to enable children to develop a passion for mathematics and celebrate maths in all areas of life, from home life to outdoor learning. By providing children with opportunities to become fluent using accurate mathematical vocabulary, children will read, write and talk like a mathematicians.

'All the children are engaged with their learning as the lessons are fun, brisk paced and lots of practical activities, the children absorb the enthusiasm in which maths is taught and want to learn.' N Mulley Teaching Assistant

Why do we learn Maths?

'For everyday life- future jobs- some jobs include numbers. The better you are at maths the better job you will get.' Pupil, Year 5

Click below to find our key Maths documents

Calculations Policy Maths Fluency

Termly End Points EYFS-KS1 Mastering number

How we implement the Maths curriculum at Hadlow Primary School

Maths learning commences as soon as children start in EYFS. Each class teaches maths every day. Reception follow the Early Years Foundation Stage statutory curriculum. Mathematical concepts are introduced and children build up their fluency and reasoning skills through play. We follow the National curriculum from Year 1-6. We have created a bespoke End Points document, which works in line with White Rose as a spiral curriculum approach whereby key mathematical concepts are presented repeatedly throughout the curriculum, but with deepening layers of complexity, or in different applications (Bruner, 1960). We have clearly defined termly end points, showing clear structure and sequencing, each half term, which provide an opportunity to evaluate children’s knowledge and understanding against the expectations. The calculation policy is used within school to ensure a consistent approach to teaching the four operations over time using the spiral approach. At the start of each new topic, key vocabulary is introduced and revisited regularly to develop language acquisition, embedding as the topic progresses. Children in each year group are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts. The mastery approach incorporates using manipulatives, pictures, words and numbers to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding at all levels. Children who have shown their understanding at a deep level within the unit, will have opportunities to apply these skills in a greater depth activity. This will ensure that children are using more than just one skill to be able to answer the mathematical problems. Reasoning and problem solving are integral to the activities that children are given to develop their mathematical thinking. Retrieval practice is regular to help embed key concepts within the children’s long term memory.

Feedback is given on children’s learning in line with our feedback policy. Formative assessment within every lesson helps teachers to identify the children who need more support to achieve the intended outcome and who are ready for greater stretch and challenge through planned questioning or additional activities. Timely daily/weekly interventions are put in place to offer extra support to children who are identified. Children with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support as necessary. For those children who are working outside of the year group curriculum, individual learning activities are provided to ensure their progress.

In order to support teacher judgments, children in Years 2-6 are assessed 3 times per year, using current and reliable tests in line with the national curriculum for maths. Gap analysis of any tests that the children complete is undertaken and fed into future planning. Children in EYFS are constantly assessed against the early learning goals and these are recorded via observations on Evidence me. Year 1 are assessed using a reliable test in the summer term.

The Maths leader has a clear role and overall responsibility for the progress of all children in maths throughout school. Working with SLT, key data is analysed, and regular feedback is provided, to inform on progress and future actions.

'I can’t believe how much the children know at their different stages, it’s incredible.' E Chantler Teaching Assistant

What is the impact of our Maths curriculum?

The impact of the Mathematics curriculum should be seen in books, lessons, pupil voice and data.

Books show:

progress in skills development within each year group,
progress in knowledge and understanding of the mathematics concepts,
pride and mastering objectives showing greater depth knowledge,

Purposeful, engaging activities and timely feedback

Lessons show:

Challenge, a range of suitable resources, clear objectives and a passion for learning. Concrete, pictorial and abstract resources aids teaching across all year groups.
Mathematical concepts or skills being mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.
Teachers intervene swiftly to help pupils showing misconceptions, while deepening the learning of others.