Intent - What do we intend children to learn through Maths?

Mathematics underpins many concepts children will come across in everyday life, whether that is the way something works or the life-skills they need to be an adult by using the bus, banking or baking a cake. Mathematics is all around us and at Repton Primary School, we want children to embrace the creative element of Mathematics and take it forward in to the world to be successful adults. Children are taught to master a mathematical concept using manipulatives, models and representations so that they can apply their knowledge in innovative ways. Our aim is to develop a positive culture of deep understanding, confidence and competence in maths that produces strong, secure learning. As a school, we recognise that the key to unlocking the potential in our children is through the development of basic mathematical skills and the understanding of mathematical concepts. We encourage children to develop methods and strategies that are meaningful to them and appreciate difference and diversity within the subject, allowing children to develop resilience by seeing failure as a means for success. All children are given the tools to apply their knowledge using subject-rich vocabulary, justify reasoning by giving evidence and undertaking challenging problems. Our final goal is to develop critical thinkers that can extend their knowledge of mathematics to become problem solvers of the future. Our Maths curriculum is carefully sequenced which enables children to build on previous learning to help them know more and remember more. This progression of skills is provided through following White Rose Maths - see below for more information.

Implementation - How do teach Maths at Repton Primary School?

At Repton Primary School, we follow a mastery scheme of learning from White Rose Education, with this policy being developed by them to coincide with the strategies and methods taught. It is a scheme of learning that is used within Years 1 – 6 and introduces a mixture of fluency, problem solving and reasoning around the objectives. It is expected that all children will have access to these varied activities, with the National Curriculum stating that, “All children need to be fluent, problem solve and reason mathematically.” Repton Primary School is very proud to not put a cap on children’s learning and therefore implements ‘chilli challenges’ for children to choose their own level of challenge in many of the lessons. This is overseen by the teachers, but promotes ‘no ceiling’ learning and allows children to achieve at their level. The lessons are taught in discrete blocks and objectives will be recapped in consolidation weeks across the year.

Mastery

Mastering Maths means acquiring a deep, long-term, secure and adaptable understanding of the subject through a mixture of concrete, pictorial and abstract strategies. Children are actively encouraged to develop a personal style and think creatively about how to solve questions and calculations, not just learn through rote procedures. 

Mathematical vocabulary

The 2014 National Curriculum is explicit in articulating the importance of children using the correct mathematical language as a central part of their learning (reasoning). Indeed, in certain year groups, the non-statutory guidance highlights the requirement for children to extend their language around certain concepts. It is therefore essential that teaching using the strategies outlined in this policy is accompanied by the use of appropriate and precise mathematical vocabulary. New vocabulary should be introduced in a suitable context (for example, with relevant real objects, apparatus, pictures or diagrams) and explained carefully. High expectations of the mathematical language used are essential and modelled by the teacher. 

Structure and Expectations

Children have five 60 minute sessions per week for the teaching of Maths. Children will have their work marked for the next lesson, with the learning objective (WALT) and success criteria (steps to success) being highlighted as appropriate. The teacher may place a ‘next steps’ stamp for corrections or to extend the learning further. This is to be completed by the child when they next see their book and sufficient time is to be allocated to complete them. Within lessons, children will be exposed to problem solving, reasoning and fluency to build upon their mathematical understanding.