At Ingleton C of E Primary School we are guided by the National Curriculum for Mathematics
The National Curriculum for Mathematics aims to ensure that all pupils:
- 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
- can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Mathematics Curriculum Statement
At Ingleton C of E Primary School we recognise that Mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.
We aim to provide high quality ambitious and connected curriculum accessible by all via 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)
The ‘teaching for mastery’ approach to mathematics, in essence means;
- The majority of the class/individual year groups will be taught together, learning the same maths at the same time.
- A carefully planned learning journey of small steps will be taken in order to ensure that all children master the concepts before moving on and that no child is left behind.
- If a pupil requires extra support, this is identified quickly and where possible same day intervention takes place.
- Lesson design ensures that the three aims of the National Curriculum are covered; fluency, reasoning and problem solving
- Children learn concepts following a concrete – pictorial – abstract sequence.
- Questions are carefully devised in order to make explicit use of patterns and connections
- Stem sentences are used in order to ensure clarity of the small step and a deep understanding that is not lost over time.
At our School we use White Rose Maths in Reception – Year 6, which have been written to support teachers in all aspects of their planning whilst delivering Maths Mastery methods effectively in connection with National Curriculum content whilst providing teachers with pedagogic advice.
Teachers are provided with additional planning days per year in addition to their PPA, to plan. As part of this process, teachers need to plan the following for mathematics lesson.
- Precise questioning to test conceptual and procedural knowledge focusing on fluency, problem solving and reasoning as well as arithmetic skills.
- How and when manipulatives will be used within in each lesson to scaffold difficult tasks.
- To support learner’s ability to block learning and increase space in their working memory as well as revisit previously learnt skills, quiz style questions in the form of flashback four questions will be given on a daily basis.
- Greater Depth challenge questions will be given to more able pupils to challenge their application and deepen their learning and mathematical reasoning.
- Children in Reception, Year 1 and Year 2 have an additional 15 minutes each day where a session is delivered to improve the children’s fluency and mathematical recall under the NCETM Mastering Number programme.
In the Early Years Foundation Stage (EYFS), as well as following the Maths Mastery approach, using small steps to deepen early mathematical knowledge, as set out in White Rose Maths we also relate the mathematical aspects of the children’s work to the Development Matters statements (2021) and the Early Learning Goals (ELG), as set out in the EYFS (2021) profile document. Mathematics development involves providing children with opportunities to practise and improve their skills in counting numbers, calculating simple addition and subtraction problems, and to describe shapes, spaces, and measures. The profile for Mathematics areas of learning are Number (ELG 11) and Numerical Patterns (ELG 12). We continually observe and assess children against these areas using their age-related objectives, and plan the next steps in their mathematical development through a topic-based curriculum. There are opportunities for children to encounter Maths throughout the EYFS (both inside and outside) – through both planned activities often centered around key texts and the self-selection of easily accessible quality maths resources. Whenever possible children’s interests are used to support delivering the mathematics curriculum. Towards the end of Reception teachers aim to draw the elements of a daily mathematics lesson together so that by the time children move into Year 1 they are familiar with a structured lesson / activity. Both children in Pre-School and Reception have daily discreet Maths sessions with a planned and sequenced focus.
Our mathematics curriculum is based upon ‘White Rose Maths’ resources which are fully supported by the Department for Education as they meet the requirements of the new curriculum. The White Rose Maths resources have been created specifically for children living in the UK and are fully aligned to the 2014 curriculum. It provides all the elements that teachers need to teach Maths mastery with confidence and encourage children to talk using maths language.
We measure our impact of our curriculum through the following methods:
- A reflection on standards achieved against the planned outcomes;
- End of block assessments relating to units of work for children in Year 1-6, as well termly assessments in the form of White Rose end of term Assessments which enable school to track progress, predict future performance and benchmark against national averages;
- Pupil discussions about their learning.
White Rose Primary Schemes of Learning Mixed Age Planning
Progression in Mathematics