Maths

Subject Leader: Mr. Gatrill

‘Though it is the smallest of all seeds, yet when it grows, it is the largest of all garden plants and becomes a tree, so that the birds come and perch in its branches.’

Matthew 13 vs.31-32

Our entire curriculum, including Mathematics, is underpinned by the ‘Parable of the Mustard Seed’ and summarised by our motto:

Together may we give our children: roots to grow and wings to fly. 

Intent

At Trinity Academy Eppleby Forcett and Middleton Tyas, we place the greatest importance on the teaching and learning of Mathematics. Mathematics helps us to make sense of our world and participate in modern society. Through our Mathematics curriculum we want all children to develop into confident and competent mathematical thinkers, who are able to use Mathematics in real life situations.

Implementation

Our Mathematics curriculum focuses on the mastery approach to learning where, starting from our early years setting, all pupils build on the foundations of the subject to develop a conceptual understanding with the ability to recall and apply knowledge rapidly and accurately in a range of contexts.

It is our belief that, through the mastering of the subject, all pupils can acquire an intrinsic understanding of Mathematics. We do not narrow our Mathematics curriculum, but scaffold pupil’s learning through a cycle of ‘Concrete, Pictorial, Abstract’ (CPA) to ensure that every child can access rich, challenging and engaging lessons.

In the EYFS statutory educational programme for Mathematics, children focus on developing a strong grounding in number, recognising mathematical patterns and relationships as well as developing vocabulary.  There is a focus on number to ten, subitising, composition, comparing quantities and counting beyond ten. Mathematics is taught through whole-class activities and concepts are practised through independent play. Maths is practical, fun and can be found throughout the learning environment both indoors and outdoors.

In Reception, children build their understanding of number through the ‘Mastering Number’ programme (developed by the Nation Centre for the Excellence in Teaching Mathematics). The Mathematics curriculum in Reception is supplemented with White Rose Mathematics to ensure every child receives a well-rounded, complete curriculum. Our Mastering Number programme continues into Key Stage 1  ensuring all children build a deep understanding in calculations with a confidence, and flexibility, with number.

From Years 1 – 6 our children build on the strong foundations developed in Reception, following White Rose Mathematics’ units of learning.  These small steps provide children with time to understand key mathematical concepts. We supplement our curriculum with a variety of other resources that are aligned with White Rose Maths, ensuring we provide an enjoyable, engaging and varied curriculum to help pupils develop a love of learning and work towards mastery with differentiated resources.

Our assessment in Mathematics is used to improve, not just prove, pupils’ learning. Alongside ‘in the moment assessment’ within lessons, our pre and post unit assessments enable teachers to target any specific gaps in children’s knowledge. Ring-fenced time at the start of each day is used to support those who need it – either to support those with specific gaps or as pre-learning to support key concepts in upcoming lessons.

Our summative assessment (aligned with our Mathematics curriculum) at the end of each term identifies individuals, or groups, of children who may need support in specific areas of Mathematics (e.g. number, calculations or fractions).

We do not narrow our Mathematics curriculum. All learners, regardless of ability or need, are catered for fully in their daily Mathematics lessons. Our CPA approach ensures a child’s learning is scaffolded to support them in accessing the complete curriculum. Children with SEN are taught within the daily mathematics lesson and are encouraged to take part. Where applicable, children’s ‘Individual Provision Map’ (IPM) targets incorporate appropriate objectives from the National Curriculum or EYFS Curriculum. Where additional support staff are available, they work collaboratively with the class teacher. However, in extreme cases, a pupil whose difficulties are severe or complex may need to be supported with an individualised programme in the main part of the lesson.

Where a child may demonstrate a particular gift for Mathematics, their learning will be deepened through extra challenges and opportunities for independent learning. Where appropriate, special arrangements are made for an exceptionally gifted child e.g. when a concept is secure, they may be challenged with deeper ‘mastery’ questions to broaden their understanding of the area of learning.

Impact

The cyclical nature of our mathematics curriculum ensures children’s foundational knowledge is embedded before moving on to more challenging concepts. The structure of each lesson is carefully thought out to help pupils’ knowledge move logically through the National Curriculum in a way that supports our ‘Teaching for Mastery’ approach.

Through our Mathematics curriculum, our children build a deep understanding of the subject that supports their continued learning in life.

Additional Information

For more information regarding our mathematics curriculum (including our curriculum map and key policies and procedures), please click on the ‘Useful Documents’ links below.

Similarly, under ‘Useful Links’, you can find more information regarding ‘White Rose’, supplementary resources, CPA and other useful websites.

 

Useful Documents

White Rose Curriculum Map

Mathematics Procedure

Calculation Policy

 

Useful Links

White Rose Maths – Home Learning

White Rose Maths – 1 Minute Maths APP

National Center for Excellence in the Teaching of Mathematics (NCETM) – Teaching for Mastery

Mastering Number

‘Concrete – Pictorial – Abstract’ (CPA) Approach

Sumdog – Online Maths Game

Maths Frame – Online Maths Games