Mathematics
Intent
The intention of the maths curriculum at Boothferry Primary School is that children become confident, fluent mathematicians who can apply what they have learnt to solve problems in the wider world, now and in the future.
We have adopted the mastery approach to maths: fundamental to which is the belief that all children can achieve. We encourage a ‘can do’ attitude towards maths. Sequences of lessons within year groups and across areas of maths are carefully planned to continually consolidate and progress children’s skills and understanding in the subject.
We aim to create independent mathematicians who are competent in the primary maths curriculum in order to best prepare them for the next phase of their education.
Implementation
Maths is taught daily, including a Fluency Focus session, following long and medium term plans supported by ‘Maths – No Problem!’ resources and our school’s calculations policy, to ensure comprehensive, progressive coverage of the maths National Curriculum.
Concrete manipulatives as well as pictorial representations are used to support children before they reach the stage of working with abstract numbers/concepts. Maths areas/working walls include reminders and work from the current maths topic as well as resources for the children to access to aid their learning. Correct mathematical vocabulary is modelled to children by adults to help them become more articulate in their explanations and reasoning.
Teachers continually assess and adapt maths provision, as necessary, to meet the needs of all children in their class. Children complete assessments each term to track their progress across a range of areas of maths and to inform their next steps and ensure effective interventions are in place where necessary.
The maths leader monitors the provision and assessment of maths through the use of book monitoring, pupil progress meetings and learning walks (when this is possible) before feeding back to teachers to ensure the teaching of maths is continually meeting the needs of our learners whilst maintaining high expectations of all children.
Impact
Children:
- Enjoy maths lessons and are confident, competent mathematicians.
- Can demonstrate fluent recall of maths facts, including number bonds and times tables, which they can apply to different areas of maths.
- Can recognise relationships between numbers and make connections between different areas of maths.
- Are able to solve problems and reason with increased accuracy.
- Are able to apply their knowledge, skills and understanding in other areas of the curriculum.
The vast majority of children are able to achieve age-related expectations in maths.
Progression of Knowledge, Skills and Understanding: Place Value
Year 1 – Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.
Year 2 – Read and write numbers to at least 100 in numerals and words. Recognise the place value of each digit in two-digit numbers.
Year 3 – Read and write numbers up to 1000 in numerals and words. Recognise the place value of each digit in a three-digit number.
Year 4 – Recognise the place value of each digit in a four-digit number. Order and compare numbers beyond 1000.
Year 5 – Read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit.
Year 6 – Read, write, order and compare numbers up to 10 000 000 and determine the value of each number.
Related Documents
Maths Passports
These Maths Passports outline the key fluency objectives for each year group working on the National Curriculum. Children will work towards being able to recall these key facts to enable them to access the rest of the maths curriculum in their year group and subsequent years.
“When ever I have had a problem the staff on the whole have been sympathetic and helpful.“
“The curriculum is well designed to include a range of exciting themes, visits and visitors to enhance pupils’ learning. Pupils become
confident individuals who are well prepared for the next stage of their education.”
“My children have come on and made progress socially and academically since joining.“
“The joy of the teachers who greet the children and parents daily.“
“Opening the school doors at 8.40am has made it much easier as it is less crowded.“
“My kids love the fruit on the snack table.“
“The friendly atmosphere, the safe environment & the teachers’ encouragement.”
“We can only applaud the ingenuity & continued compassion of the young people at Boothferry.”
“Teachers, including those who are new to teaching, have high expectations, and they plan creative lessons that spark pupils’ interest and inspire them to do well.”
“My son’s teacher is creative, enthusiastic and genuinely cares about him as an individual .“
“I love seeing school events on Twitter.“
“The bike loan scheme.My family also like the school bank.“
“School leaders have taken effective action to ensure that pupils make at least good progress from their low starting points in reading,
writing and mathematics in all year groups.”
“We want to thank you for welcoming my family when we moved here (from Bulgaria).”
History day was amazing. Brilliant idea.
“My children are thriving as the school is committed to learning and progression.“
“Being part of their learning – it doesn’t just stay in the classroom.”
“the amount of effort put in by the teachers to make topics interesting is brilliant.“
“The choice to do a traditional nativity was great !.“
“School leaders are ambitious and highly knowledgeable about teaching and learning.”
“Thank you for treating my child like your own.“
“Leaders and staff have significantly improved the teaching of reading. Pupils are enthusiastic and frequent readers.”
“This school meets our expectations in every way.“
“I love the fact that senior members of staff know the names of the children.“
“The headteacher, senior leaders and governors are ambitious for pupils. Their determination has made Boothferry Primary a flourishing and successful school.”
“The teaching of phonics is a strength and enables pupils to make rapid improvement in their early literacy skills. ”
“You can approach any member of staff and they help you.“
“Leaders use funding well to ensure that pupils with special educational needs and/or disabilities (SEND) make strong progress from their different starting points.”
“Pupils’ personal development and welfare are outstanding. Pupils thrive and are keen to learn. They know how to look after their
wellbeing and how to keep safe. The school is an inclusive and happy place.”
“The photography club is brilliant, I think introducing things like this is brilliant for the children.“
“The after school activities, film nights and discos.“
“Children get off to a strong start in early years. This is due to effective leadership and skilful teaching. The proportion of children reaching a good level of development is improving yearon-year.”
“Miss Pulleyn is fantastic“
“The stimulating learning environment. “
“I feel the school has advanced with regards to the appropriate curriculum for different age groups.“
“The best thing about this school, when I ask my child this question, he said Mrs Emmerson. “
“My children are developing very well in school.“
“The headteacher, deputy headteacher and the assistant headteacher make an effective team. They sustain a culture of continuous i improvement through the school’s vision and specific learning goals, which include resilience, morality and adaptability.”
“Open weeks in Foundation allows parents to enjoy school as much as our children.“
“Pupils who speak English as an additional language make rapid progress. Disadvantaged pupils are also supported well to make good,
and sometimes better, progress in reading, writing and mathematics.”
“..closeness between all age groups and years.“
“The Head teacher and deputy are fab, they join in everything.”
Boothferry at Young Voices…..Just WOW! What an experience.”
“the school gives me advice as a parent so I can help my daughter.“
“Senior leaders lead by example, modelling what is expected of all staff. Teachers feel valued and respected.”
“Senior leaders lead by example, modelling what is expected of all staff. Teachers feel valued and respected.”
