Maths intent statement:

Maths is all around us and is an essential part of everyday life, whether we realise it or not! Not a day goes past without the need to use maths skills, whether it be estimating how long it takes to get to school or how far your pocket money will go at the shop or whether the distance you have thrown a javelin beats the school record! Therefore, mathematics forms an essential part of our broad and balanced curriculum where we endeavour to ensure that children develop an enjoyment and intrigue for maths that will stay with them throughout their lives and empower them in future life. We believe that unlocking mathematical fluency is an essential life skill for all learners and is a pre-requisite to being able to reason and solve problems mathematically. Our aim is to develop a positive culture of deep understanding, confidence and competence in maths that produces strong, secure learning. As a school, we recognise that the key to unlocking the potential in our children is through the development of basic mathematical skills and the understanding and recall of times tables which therefore forms the fundamentals of our maths curriculum for all learners.

Maths implementation:

Our Maths curriculum provides breadth and balance, is relevant and engaging and is differentiated to match the needs and abilities of all our children to ensure that all children are able to excel. As a school, we believe in the importance of following the concrete-pictorial-approach as a means to developing a solid understanding of mathematical concepts which can be applied in a variety of contexts through reasoning and problem-solving challenges.

  • Maths is delivered daily across school from EYFS to year 6 either in the form of CLIC and / or a discrete maths lesson.
  • From Nursery to Year 6, all classes use ‘CLIC’ as a basis for consistently developing fundamental maths skills on a daily basis. CLIC follows a ‘small step progress drive’ format identifying each little step in knowledge and skills required to be competent in basic maths.
  • In nursery, children receive an adult led maths input on a weekly basis which focus on areas for development as identified through observations. Next steps are based on NCETM early years progression documents which identify stages most children will progress through on their mathematical journey. Maths is accessible through different areas of indoor and outdoor provision, where adult interactions through questioning and use of resources helps children to achieve their next step in mathematical development.
  • In Reception, children follow the mastery scheme of ‘White Rose’ which transports children on their ‘journey to mastery’ learning the fundamentals behind the meanings of numbers to 20 and exploring other key mathematical areas, including shape and measurement. Children experience daily teaching inputs, followed by a weekly focused maths activity which builds upon this teaching. A maths area in class is used by children where they can independently access different mathematical resources. Maths is also accessible through different areas of indoor and outdoor provision, where adult interactions through questioning and use of resources helps children to achieve their next step in mathematical development.
  • In Years 1 to 5, children are taught through ‘Power Maths’ which complements the early learning of our EYFS children on ‘White Rose’ maths. Power Maths is designed to spark curiosity and excitement and help nurture confidence in maths and is a recommended high-quality textbook which has been judged as ‘fully delivering a mastery approach’. Year 6 follow Power Maths until Christmas and then cover the rest of the curriculum based on assessment information.
  • Power Maths uses ‘small steps’ to break down the teaching sequence into small achievable steps. Where children require additional support, ‘scaffolds’ are used to support children further to ensure that they have secured the small step before moving on. For children who understand a concept quicker, ‘stretch’ challenges are used to deepen and challenge learners further within the curriculum area. Progression documents are carefully used to ensure that children are not being stretched outside their year group but rather deepened within it.
  • Daily assessment is incorporated throughout the ‘Power Maths’ lesson through live and verbal feedback. Where children require additional support, ‘learning surgeries’ are used to support children ensuring that they are ready for the next ‘small step’. Termly assessments are used as a diagnostic tool to ensure that teachers are adapting learning to meet the needs of all children and ensure that any necessary interventions are targeted specifically to meet the needs of children.
  • Maths is used across the curriculum as a method of embedding current skills as well as showing the purpose of why we need maths in everyday life.
  • Times tables also play an important part in our daily maths learning, with children developing their fluency in rapid recall of tables up to 12 x 12 by the end of year 4. While the rapid recall of times tables are being developed, children are also learning how to apply and manipulate their understanding of this to reason and solve problems.

Maths impact:

By the end of Year 6, transitioning to secondary school, we aspire that a St Peter’s mathematician will have developed a bank of efficient and accurate skills that can be used to calculate effectively. These will have been underpinned by the C-P-A process so children understand rather than just do, which ultimately will allow children to identify when answers do not make mathematical sense. Children will be able to apply these calculation skills and understanding of other areas to become confident and resilient problem-solvers with the ability to reason and articulate their ideas mathematically.

Maths LTP

PQSM Silver Award 2018 has been awarded to St Peter at Gowts School.
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