The 2014 National Curriculum for Maths aims to ensure that all children:
- Become fluent in the fundamentals of Mathematics
- Are able to reason mathematically
- Can solve problems by applying their Mathematics
Fluency, Reasoning and Problem Solving are firmly embedded in our daily lessons. These skills are consistently built on over time, allowing for children to develop a lasting understanding of mathematical procedures and concepts. We aim for children to be enthused about their learning and become curious about the patterns and links that can be made in maths. We want all children to experience engaging maths investigations and activities, and to enjoy success in the subject by showing their ability to share ideas and reason mathematically.
At St Erth we have developed a detailed, structured curriculum that is mapped out across all phases with a supporting calculation policy. This helps to develop a consistent and progressive approach to teaching maths across all age groups
With the support of the NCTEM and local Maths Hubs we continually develop our teaching practice and design our lessons and activities with great care. Small, carefully sequenced steps are planned to help build a deep conceptual knowledge alongside developing procedural fluency. Concrete and pictorial representations of mathematics are also chosen carefully to help explain reasoning and secure understanding.
Class teachers are clear that their role is to teach in a precise way which makes it possible for all pupils to engage successfully with tasks at the expected level of challenge. They design quality bespoke questions and worksheets that allow pupils to use them to return to topics studied, for consolidation and for revision.
Throughout each lesson formative assessment takes place and feedback is given to the children in the moment which allows them to address misconceptions or make new links immediately. Teacher’s then use this assessment to influence their planning and ensure that they are not moving forward too quickly. As a result the majority of pupils move through the programmes of study at broadly the same pace. However, decisions about when to progress are always based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly are challenged through being offered rich and sophisticated problems/questions before any acceleration through new content. Those who are not sufficiently fluent are given extra time and support to consolidate their understanding, through additional practice in Maths On Track (MOT).
The balance of this approach enables the success of each child in making progress which in turn has led to improved outcomes for children at the end of each Key Stage.