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.
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“My children are developing very well in school.“
“..closeness between all age groups and years.“
“The headteacher, senior leaders and governors are ambitious for pupils. Their determination has made Boothferry Primary a flourishing and successful school.”
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“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.”
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“The joy of the teachers who greet the children and parents daily.“
“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.”
“the amount of effort put in by the teachers to make topics interesting is brilliant.“
