Mathematics

National Curriculum Purpose of Study

Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

National Curriculum Aims

The National Curriculum for Mathematics aims to ensure that all pupils:

• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
•  reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
•  can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects. 

Curriculum Intent

At Houghton Primary School, Maths is valued as a key subject within our STEM curriculum. We recognise the interconnected nature of the subject and the need to embed knowledge and understanding through a progressive curriculum which is both accessible and challenging for all. Our curriculum, based on White Rose Math’s small steps, encourages depth before breath. We want pupils to become fluent in the fundamentals of mathematics, to be able to reason and solve problems. Children are taught through the CPA model, concreate, pictorial and abstract and key knowledge is constantly revisited.

Mathematics is taught daily, in EYFS, Key Stage 1 and 2. Teachers provide focused opportunities to develop pupils’ fluency, reasoning and problem solving skills in their teaching of mathematics both as a discrete subject as well as through cross-curriculum links.

Across the school there is an emphasis on problem solving and developing children’s ability to explain and reason.

To ensure progression we follow the small steps within the White Rose Maths Scheme across the school. This is enriched using a variety of materials and resources from National Centre for Excellence in the Teaching of Mathematics  (NCETM), BEAM and NRich Enriching Mathematics. These resources place a firm emphasis on the development of mathematical thinking, the ability to apply knowledge and skills with understanding and the development of reasoning skills. We also use our natural environment to enable our pupils to engage in active mathematics where children are up and out of their seats.

Curriculum Impact

Assessment of Maths is ongoing (formative) during lessons. Teachers and TAs use formative assessment strategies to quickly support, adapt and extend learning as necessary.

During each term (from Spring in Year 1) all KS1 and KS2 pupils undertake NFER or SAT assessments. The data from these is used by teachers to adjust planning for individuals and/or cohorts and informs pupil progress meetings. It is also used by the Maths co-ordinator to identify whole school trends and areas of development.

National Curriculum Programmes of Study for Maths

Spiritual, Moral, Social and Cultural development through the teaching of mathematics.

Spiritual

Mathematics supports pupils’ spiritual development by helping them to develop deep thinking and questioning the way in which the world works. Through mathematics children gain an appreciation of the richness and power of mathematics in our everyday lives.

Moral

Mathematics supports pupils’ moral development through discussion about mathematical understanding and challenging assumptions, supporting children to question information and data that they are presented with. Mathematics helps children to understand and use rigorous and logical argument and discourage jumping to conclusions when trying to determine the truth.

Social

Mathematics support pupils’ social development by promoting self-esteem and building self-confidence. Mathematics encourages collaborative learning in the classroom in the form of listening and learning from each other and paired discussion and working with partners. We help pupils develop their mathematical voice and powers of logic, reasoning and explanation by offering explanations to each other. We provide opportunities, events and team challenges for increased pupil involvement.

Cultural

Mathematics supports pupils’ cultural development by developing an appreciation with the pupils that mathematics, its language and symbols have developed from many different cultures around the world: e.g. Egyptian, Indian, Islamic, Greek and Russian roots. Through mathematics we investigate and research cross cultural patterns e.g. tessellation, symmetry etc.