We follow the White Rose Maths scheme. Further information is available here:
Maths National Curriculum
The national curriculum for mathematics intends 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 non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.
The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. Our curriculum ensures children apply mastery skills by following the White Rose maths scheme. Deepening understanding extends fluency, reasoning and problem solving. Pupils should also apply their mathematical knowledge to science and other subjects.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through more sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including additional practice, before moving on.
When teaching mathematics at Writtle Infant School, we intend to provide a curriculum which caters for the needs of all individuals and equips them with the necessary skills and knowledge to become successful in their future adventures. We aim to prepare pupils for a successful working life. We incorporate sustained levels of challenge through varied and high quality activities with a focus on fluency, reasoning and problem solving.
Pupils are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings. A wide range of mathematical resources are used and pupils are taught to show their workings in a concrete, pictorial and abstract form wherever suitable. They are taught to explain their choice of methods and develop their mathematical reasoning skills. We encourage resilience, adaptability and acceptance that struggle is often a necessary step in learning. Our curriculum allows children to better make sense of the world around them relating the pattern between mathematics and everyday life.
|High Expectations and Mastery||Modelling||A Vocabulary Rich Environment||Pattern and Connection Identification|
|All children are expected to succeed and make progress from their starting points.||Teachers teach the skills needed to succeed in mathematics providing examples of good practice and having high expectations.||We intend to create a vocabulary rich environment, where talk for maths is a key learning tool for all pupils.||All children will have opportunities to identify patterns or connections in their maths; they can use this to predict and reason.|
|The Teaching of Fluency||The Teaching of Reasoning||The Teaching of Problem Solving||MASTERY|
|We intend for all pupils to 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.
|We intend for all pupils to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.||We intend for all pupils 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
|All children secure long term, deep and adaptable understanding of maths which they can apply in different contexts.|
|White Rose & Deepening Understanding Every class from EYFS to Y2 follows the White Rose scheme of learning which is based on the National Curriculum. Lessons may be personalised to address the individual needs and requirements for a class but coverage is maintained. Small steps, EYFS curric
Classroom Secrets resources/Nrich/ Maths of the day
We also use a range of planning resources including those provided by the NCETM and NRICH to enrich our children’s maths diet.
|Maths of the day
Maths of the day indoor and outdoor physical activities support learning of key objectives and are often used to support learning and aid fluency in a fun way. A maths mascot “Motty” is awarded to individual pupils or groups for excellent effort, attainment or evidence of the school's HIPIP values.
White Rose problem of the day KS! Challenges and maths activity maths are regularly used so pupils can apply and maintain their knowledge and skills
Through our teaching we continuously monitor pupils’ progress against expected attainment for their age, making formative assessment notes where appropriate to inform teaching and indicate when additional intervention and support is required. Summative assessments are completed at the end of each half term; their results form discussions in termly Pupil Progress Meetings and update our summative school tracking system. Assessments ensure that we track rates of progress and provide excellent provision for every child.
|Online Maths Tools
In order to advance individual children’s maths skills in school and at home, we use Topmarks and Ictgames maths games.
|Concrete Pictorial Abstract (CPA)
We implement our approach through high quality teaching delivering appropriately challenging work for all individuals. To support us, we have a range of
mathematical resources in classrooms including Numicon, Base10 and counters (concrete equipment). When children have grasped a concept using concrete equipment, images and diagrams are used (pictorial) prior to moving to abstract questions. Abstract maths relies on the children understanding a concept thoroughly and being able to use their knowledge and understanding to answer and solve maths without equipment or images.
|Continuing Professional Development (CPD) We continuously strive to better ourselves and frequently share ideas and things that have been particularly effective. We take part in subject leader updates within the Chelmsford School Network and participate in moderation of work with local Infant Schools. Discussions and meetings with our partner Junior school aid progression and transition.
A maths consultant regularly visits SCITT students to monitor teaching and provide training. School mentors also undertake maths training to support trainee teachers.
Maths is taught across the curriculum ensuring that skills taught in these lessons are applied in other subjects.
|Whole school events
We celebrate National Maths Day and have whole school maths themed days.
|Home learning - life skills
Home learning activity passports - skills and activities to show how we use maths in everyday life.
Through discussion and feedback, children talk enthusiastically about their maths lessons and speak about how they love learning about maths. They can articulate the context in which maths is being taught and relate this to real life purposes.
Children show confidence and believe they can learn about a new maths area and apply the knowledge and skills they already have.
|EVIDENCE IN KNOWLEDGE
Pupils know how and why maths is used in the outside world and in the workplace. They know about different ways that maths can be used to support their future potential.
Mathematical concepts or skills are 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.
Children demonstrate a quick recall of facts and procedures such as; number bonds to 10,20, doubles and halves.
|EVIDENCE IN SKILLS
Pupils use acquired vocabulary in maths lessons. They have the skills to use methods independently and show resilience when tackling problems.
The flexibility and fluidity to move between different contexts and representations of maths.
Children show a high level of pride in the presentation and understanding of the work.
The chance to develop the ability to recognise relationships and make connections in maths lessons.
Teachers plan a range of opportunities to use maths inside and outside school.
At the end of each year we expect the children to have achieved Age Related Expectations (ARE) for their year group. Some children will have progressed further and achieved greater depth (GD). Children who have gaps in their knowledge receive appropriate support and intervention as and when required.
All children secure long-term, deep and adaptable understanding of maths which they can apply in different contexts.