Intent

Mathematics is important in everyday life. It is integral to all aspects of life and, with this in mind, at The Three Schools we endeavour to ensure that children develop a positive and enthusiastic attitude towards mathematics that will stay with them beyond their time at our schools. The schools have developed a mastery approach to Mathematics using resources from White Rose Maths Hub to support teachers in delivering this approach. In addition, The Three Schools are part of the Enigma Maths Hub. This gives the schools the opportunity to receive support from a mastery specialist teacher as well as the opportunity to share good practice with other schools in the workgroup.

Mathematics equips pupils with the uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem solving skills and the ability to think in abstract ways. Mathematical skills and knowledge should be delivered, explored and revisited through conscious decision making and awareness of learning and progress needs and abilities. Children should develop resilience and self-confidence in applying their learning skills.

Our curriculum is structured and delivered to enable children to:

• Have a well-developed sense of the size of a number and where it fits into the number system.
• Develop fluency of the key number facts and skills specified in the National Curriculum.
• Demonstrate a deep conceptual understanding of the areas taught.
• Recall and apply skills and knowledge to solve a range of problems in various contexts effectively.
• Reason mathematically using the correct mathematical terminology
• Become numerate, creative, inquisitive, independent learners that can question and achieve.
• Calculate accurately and efficiently, both mentally and in writing and paper, drawing on a range of calculation strategies.

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Implementation

The Mathematics curriculum has been carefully mapped out to ensure revisiting of key knowledge throughout the year, whether this be through basic skill inputs, starters, interventions, or whole class teaching. Class teachers’ planning incorporates time to recap previous learning to then build on knowledge and understanding in new, related areas of study. This allows for knowledge to become embedded. Deliberately structuring the curriculum allows children to make connections and therefore reduce cognitive overload so all children can succeed. This success in turn reduces anxiety so all children can achieve and it is this experience of success which allows children to become risk takers, develop resilience and independence.

Pupils who grasp concepts more rapidly are challenged through rich questioning and sophisticated problems. ( Teach, Learn, Confuse) Those who are not fluent will be given more opportunities to consolidate through intelligent practise.

 The National Curriculum for mathematics describes in detail what pupils must learn in each year group. The school has developed a mastery approach using resources from White Rose Maths Scheme to support teachers with the planning, delivery and engagement of mathematics but tailored this to the needs of our pupils and drawing on wider resources as required.

As part of the mastery approach a positive teacher mind-set and strong subject knowledge are key to student success in mathematics. It is not the case that some pupils can do mathematics and others cannot. No pupil should be left behind. By making high expectations clear and emphasising the value of mathematics education, pupils are encouraged to build confidence and resilience.

Abilities are neither fixed nor innate, but can be developed through practice, support, dedication and hard work. Natural talent is just a starting point and does not determine who has more or less potential to achieve. A positive teacher mind-set in maths encourages a love of learning and resilience that enables everyone to achieve. We are committed to ensuring that all pupils are given the opportunity to achieve mastery in the key concepts of mathematics, appropriate for their age group, in order that they make genuine progress and avoid gaps in their understanding that provide barriers to learning as they move through education. At the heart of our collective teaching pedagogy lies evidence-informed practice.

Our Mathematics curriculum is diligently sequenced to ensure that knowledge gained is cumulative; this aids apt progression as well as frequently providing pupils with the opportunity to draw on knowledge from previous year groups through our bespoke spaced retrieval strategies. Through this, our pupils understand the importance of the knowledge they gain through their Mathematics lessons while at The Three Schools and how it can be transferred to all areas of the curriculum. Providing pupils with these opportunities to put it into practice what they have learnt, we aim to ensure they are not only secondary school ready but can apply what they’ve learnt from primary school to their future career paths.

Further information can be found in the attachments below