Scroll to content

Interactive Bar

Translate

Northbury Primary School

Northbury Primary School

Achieve and enjoy together

Maths

Intent, Implementation and Impact Statement: Mathematics

 

Intent

 

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

When teaching mathematics at Northbury, we intend to provide a curriculum which caters for the needs of all individuals and sets them up with the necessary skills and knowledge for them to become successful in their future adventures. We aim to prepare them 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. Northbury Primary School aims to meet the needs of all, taking into account gender, ethnicity, culture, religion, language, disability, age and social circumstances. The provision for children with special needs is detailed in the SEND Policy. The use of concrete resources, stem sentences and adaptation of Power Maths resources are used in lessons to cater for different pupil groups.

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. As our children progress, we intend for them to develop their curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics.

We intend to create a vocabulary rich environment, where talk for maths is a key learning tool for all pupils. Pre teaching key vocabulary is a driver for pupil understanding and develops the confidence of pupils to explain mathematically. All children will have opportunities to identify patterns or connections in their maths; they can use this to predict and reason and to also develop their own patterns or links in maths and other subjects.

 

Implementation

 

At Northbury Primary School, children study mathematics daily covering a broad and balanced mathematical curriculum including elements of number, calculation, geometry, measures and statistics. Every class from EYFS to Y6 follows the Power Maths scheme of work 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.

 

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, place value grids and counters (concrete equipment).

 

Each lesson is divided up into:

  • Power Up activity designed to support fluency in all key number facts.
  • Discover and Share activity where children can share, reason and learn.
  • Think together. In this section Power Maths takes the approach “I do, we do, you do”, as children apply the knowledge, they have just learned in a series of problems that continue to encourage thinking throughout.
  • Practice where the skills learnt and used to build fluency and develop deeper understanding of concepts.
  • Reflect which allows children to review their learning while reasoning. 

 

We aim for each child to be confident in each yearly objective and develop their ability to use this knowledge to develop a greater depth understanding to solve varied fluency problems as well as problem solving and reasoning questions. Through our teaching we continuously monitor pupils’ progress against expected attainment for their age, making formative assessment notes where appropriate and using these to inform our teaching. The main purpose of all assessment is to always ensure that we are providing excellent provision for every child.

 

We continuously strive to better ourselves and frequently share ideas and things that have been particularly effective. We take part in training opportunities and regional networking events, such as the NCETM work groups.

 

Impact

 

By the end of KS2, we aim for children to be fluent in the fundamentals of mathematics with a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. They should have the skills to solve problems by applying their mathematics to a variety of situations with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios. Children will be able to reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.

 

Regular and ongoing assessment by teachers and the use of Nationally benchmarked assessments informs teaching, as well as intervention, to support and enable progress and outcomes. Summative assessments are undertaken termly in mathematics and in-school moderation of teachers’ assessments is conducted by year group teams, the Maths Lead and SLT. SLT rigorously monitor teaching and learning to ensure that pupils make good progress across the school. In Early Years, a mixture of child-initiated and quality teacher-led learning enables pupils to progress to achieving the Early Learning Goals in mathematics.

Key Documents

Website Links

Awards