Intent

We believe that all children, whatever their ability, should have access to a broad, balanced and relevant curriculum, starting in The Early Years which provides the foundation for our maths curriculum, promoting a love of maths learning in our youngest children.  Following this we teach in line with the national curriculum programme of study. We want all of our children to develop a love for maths and to develop a ‘can do’ attitude to mathematics, having confidence in their ability to achieve. 

We want to encourage:

• A love for and enjoyment of maths lessons.
• Fluency in all number facts appropriate to age.
• The development of a deep understanding of knowledge, concepts and skills.
• A resilient and positive mind-set that raises self-esteem.
• Problem solving skills to enable children to reason and justify their findings.
• The ability to become an independent learner within the process.

We aim to ensure that pupils:

• Are fluent in the basics of the number curriculum specifically number bonds and times tables, through daily practice in school and at home.
• Are able to make connections between different content and concepts in order to develop fluency.
• Are able to apply strategies to solve problems within daily maths lessons.
• Can reason logically, using correct technical vocabulary, through active discussions with their peers and teachers.
• Are able to access interventions when their understanding is not secure.
• Are challenged at a level appropriate to their understanding.

Implementation

• Children in the EYFS are taught Maths following the Development Matters document. In nursery we teach maths through rhymes, play and incidental things that might happen 'in the moment'. This way of teaching continues to flow into Reception, with the added daily sessions following the NCTEM plans. The teaching of these plans is then fed into our continuous provision where the children will access the maths activities linked to the weekly sessions.    From these documents our team are able to produce a detailed and coherent maths curriculum which is exciting and accessible for all children. 
• The children in Years 1 and 2 are taught using White Rose materials in order to develop a mastery approach.  They are also working alongside the children in Reception and access the Maths hub resources daily including using rekenreks to support this learning.
• Years 3 - 5 are currently following the White Rose scheme which reflect the National Curriculum objectives for these year group. Teachers are adopting some of the features of the Mastery approach within their daily lessons as good practice.
• Teachers also access a variety of other resources to enhance the teaching and learning in their classes.  These include but are not limited to: Third Space Learning, NCETM, Testbase, Gareth Metcalfe’s ‘I See Reasoning’ problem solving materials, Times Tables Rockstars and Fluent in 5.
• We use the White Rose written and mental calculation policies which ensure that all children are taught the same strategies and methods within their maths lessons.
• We place a high priority on children working mentally where possible and encourage them to do so before resorting to formal written methods.
• Children will engage in activities to develop their numerical fluency and they will also practise table facts and number facts regularly both at home and at school so that the fundamentals of number become established.
• Children are assessed daily throughout the maths lesson through observation, questioning and any written jottings. This identifies individuals who need further practice or guidance. It also aids planning for next steps and highlights gaps in learning.
• Children in all years have written tests at the end of each term and a summative test at the end of each Year using NFER materials.
• All children in Key Stage 2 have weekly times table tests. The Multiplication Tables Check (MTC) is taken by children at the end of Year 4 (usually in June).
• Children in Key Stage 1 and 2 will sit statutory SAT tests during the summer term.
• SEND children. We use KLIPs to identify where children are developmentally with regard to maths, and at times, we need to plan additional materials to meet individual needs.
• Any children who require extra support will access additional interventions as needed.

Impact

• Children thrive in their maths lessons and have a positive attitude towards maths and are resilient and engaged learners.
• Teachers demonstrate effective teaching of maths. They use a range of models and manipulatives to make their lessons interesting and relevant, ensuring children have thorough understanding.
• Children are confident and have developed excellent skills when communicating their knowledge to others.
• Children have a deeper understanding of key concepts and can relate them to other concepts and ideas.
• Children maintain, consolidate and apply number facts in their maths lessons.
• Children leave St Maria Goretti Catholic Primary School as confident mathematicians ready for the Key Stage 3 maths curriculum.