Numeracy Co-Ordinator: Mr Dobson

 

Intent

At Fairburn View Primary we recognise the importance of Mathematics, and how it equips pupils with the uniquely powerful set of tools to understand and interpret the world. Mathematics is important in everyday life. With this in mind we endeavour to ensure that our pupils develop a positive and enthusiastic attitude towards mathematics that will stay with them for life.

‘Investigating numbers, symbols and patterns’

We aim to provide a high-quality mathematics education with a mastery approach so that all children:

  • Become 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.
  • 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 non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

(National Curriculum 2014)

At Fairburn View, we endeavour to achieve these aims alongside our own school ethos and values.

Implementation

At Fairburn View, we use White Rose Mathematics in Years 1-6, we follow their long-term plans and small steps where appropriate, changing elements to meet the need of our children. Pupils study mathematics daily covering a broad and balanced mathematical curriculum. Alongside daily Maths sessions, an additional 15 minutes, 3 times a week, is spent focusing on four rules of number (addition, subtraction, multiplication and division) and mixed prior learning to build fluency and precision. We use a range of textbooks, worksheets, practical lessons and online resources throughout the school to ensure a curriculum that catered to our children’s learning needs

‘We Can and We Will’

Due to the interconnected nature of mathematics, at Fairburn View we aim to sometimes teach Maths in a cross-curricular manner, where appropriate, as well as discretely to teach the practical application of mathematical skills. We focus not only on the mathematical methods, but also focus on mathematical vocabulary and to use Maths Mastery to broaden and deepen mathematical understanding.

At Fairburn View, we use the National Curriculum for Mathematics (2014) as the basis of our mathematics program. We are committed to ensuring that pupils achieve mastery in the key concepts of mathematics, appropriate for their ability, in order that they make progress and avoid gaps in their understanding that could create challenges to future 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.

During lessons, pupils are grouped according to AFL strategies so that work can be set to challenge and support all abilities. Differentiation may be by outcome (some lessons), by differentiation in activity or scaffolding to meet the needs of the pupil. Additionally, pupils who are identified as behind Working At standards are: supported through pre-teaching, afterschool boosters and in-class adult support. Teachers plan together in teams, and then individually, to ensure the needs of every child in their class is met.

Fluency

Range of Activities

Mastery

Varied Fluency and Pictorial Resources

                                                           

Impact

 Our mathematics curriculum is based upon White Rose resources which are fully supported by the Department for Education as they meet the requirements of the new curriculum. It provides all the elements that teachers need to teach math’s mastery with confidence and to encourage children to talk using math’s language. We measure the impact of our curriculum using the following methods:

  • A reflection on standards achieved against the planned outcomes
  • Termly assessments are carried out using White Rose end of term assessments, which comprise of an Arithmetic and Reasoning paper. Grades are initially calculated using standardised thresholds. However, ultimately teacher assessment is used to give final grades.
  • Pupil discussions about their learning

We will enhance children’s cultural capital by using money, telling the time and knowing about shapes, how to add and subtract, multiply and divide. Using real-life problems is an excellent way to show pupils the validity of their math’s knowledge.

Our attainment at the end of KS2 is the highest in the cluster of primary schools within the area and in line with national average. We are also making strides to ensure that we achieve and succeed the national average within Math.

 

 

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Long term plan Maths Progression Map

Maths Progression Map