Maths in our school is a journey for pupils to gain the understanding and skills to be confident and able mathematicians. We aim to provide a fully inclusive curriculum that secures the understanding of concepts through exploration, clarification, practice and application over time. At each stage of learning, children should be able to demonstrate a deep, conceptual understanding of the topic and will build on previously mastered skills.
Sherburn Primary teach Maths using the Mastery approach, providing opportunities to build fluency, accuracy, precision, reasoning and problem solving skills.
We strive to ensure our pupils have the opportunity to demonstrate resilience and have the ambition to be successful learners. We want to ensure they are ready for the next step in their learning and develop a secure mathematical awareness that embeds essential life skills.
We intend to do this by:
- Ensuring our children have access to a high quality Maths curriculum that is both challenging and enjoyable.
- Providing our children with a variety of mathematical opportunities, which will enable them to make the connections in learning needed to enjoy greater depth in learning.
- Ensuring children are confident mathematicians who are willing to explore and take risks.
- Developing independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement.
Our school approach is defined by the five key principles of: fluency, representation and structure, variation, mathematical thinking and coherence.
Long term planning is based on the National Curriculum and the White Rose yearly overview.
Medium term planning is taken from the White Rose yearly overview and is up-dated annually in response to data and in house monitoring of teaching & learning.
Short term planning is supported by the use of the White Rose Maths Hub materials, our school calculation policy, NCETM, NRICH, and opportunities to use relevant real life experiences to make the using and application of mathematical concepts meaningful.
To assess progress we will use the following methods of assessment:
- Standardisation (YR – Y6) against the Local Authorities Framework
- Summative/ diagnostic (where necessary) – White Rose, NCETM
- Prior & Post learning – informs future planning, demonstrates progress in books, celebrates effort and achievement.
Impact is measured by the child’s progress against their expected outcomes and their ability to meet the key aims of the National Curriculum for Mathematics. The impact of our school approach will enable:
- The quick recall of facts, procedures and the ability of children to use these in their Maths.
- Flexibility and fluidity to move between different contexts and representations of mathematics.
- Pupils to have the ability to recognise relationships and make connections in mathematics.
- The early diagnoses of pupils who would benefit from interventions to bridge gap in their mathematical knowledge and understanding, additional support to enable them to keep up with their expected mathematical.
A mathematical concept or skill has been 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.
These will be assessed through assessment, tracking, pupil progress meetings, performance management, moderation and standardisation.
Click here to view our Maths Policy
An overview of the maths curriculum for Years 1-6 can be accessed below:
Our calculation policy can be viewed here