Intent: what are we trying to achieve in our curriculum?
At Wolviston Primary our intent for mathematics is to ensure that all children become mathematicians. This is through the teaching of a rich, balanced and progressive curriculum using Maths to reason, problem solve and develop fluent conceptual understanding in each area. As stated in the National Curriculum, we aim for all children to be 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. We aim for all children to be able to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. Also, we aim for all children to be able to 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.
Implementation: how is our curriculum delivered?
At Wolviston Primary , maths is taught on a daily basis. In KS2 children start the day with a daily mental maths session working on differentiated books with a weekly test. As a school we have several materials to refer to for short-term planning including White Rose Maths and NCETM Teaching for Mastery – these are used across KS1 and KS2 allowing children to be exposed to a variety of different types of learning and problems. Teachers also implement the schools agreed calculations policy for progression in written and mental calculations. Formative assessment is incredibly important at Wolviston Primary where we focus on challenge questions, analysis of learning and extension work. There is coherent progression seen in planning within each unit and activities in EYFS develop knowledge and skills of key learning.
Children are given opportunity to reason and solve problems regularly; learning is varied and allows for deep and secure understanding. Parents are informed of and encouraged to be involved in our school mathematics implementation through MyMaths homework, parent’s evenings and termly reports. Teachers are also all available for parents to speak to both before and after school.
Teachers develop fluency through practicing key skills, repeating, reinforcing and revising which is all built in to formal planning across school. Children are given time to practice and perfect their calculation strategies including giving pupils opportunity to make appropriate decisions when estimating, calculating and evaluating the effectiveness of their chosen methods. Feedback including our whole school ‘next steps’ system is designed to ensure pupils are well informed and making visible progress.
Discussion is essential to our learning and time is planned into lessons for this, task types are varied to suit different pupils and their learning preferences whilst reasoning in writing remains one of our key focuses. Investigative tasks are designed to allow pupils to follow lines of enquiry and develop their own ideas, justifying and proving their answers. Children work both collaboratively and independently solving problems, which require them to persevere and develop resilience.
The impact of our mathematics curriculum is that children understand the relevance of what they are learning in relation to real world concepts. We have fostered an environment where Maths is fun and it is OK to be ‘wrong’ because the journey to finding an answer is most important. The school has a supportive ethos and our approaches support the children in developing their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others. Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child. Termly assessment using PUMA tests are used to inform Pupil Progress meetings and identify any strengths and weaknesses. These factors ensure that we are able to maintain high standards, with achievement at the end of KS2 well above the national average and a high proportion of children demonstrating greater depth, at the end of each phase.