• a commitment to and passion for the subject.
• an understanding of the core concepts and an ability to make connections within mathematics.
• fluent knowledge and recall of number facts and the number system.
• fluency in performing written and mental calculations and mathematical techniques.
• a broad range of skills in using and applying mathematics.
• a wide range of mathematical vocabulary.
• the ability to show initiative in solving problems in a wide range of contexts, including the new or unusual.
• the ability to reason, generalise and make sense of solutions.
• the ability to think independently and to persevere when faced with challenges, utilising our LORIC characteristics to navigate these problems.
• the ability to understand that mistakes are valuable and are used as opportunities to learn and build knowledge.

To best support and challenge our children, we implement a variety of published materials to facilitate the teaching of mathematics, whilst recognising the need for the teaching of mathematics to be ‘scheme assisted’ and not ‘scheme driven.’ The White Rose Maths scheme is used to support planning at St Agnes’ from Early Years to Year 6. This scheme has been selected to support teachers in their planning to deliver a mastery approach to maths, alongside additional materials from Third Space Learning, the NCETM and NRICH. The National Curriculum is taught through engaging, innovative lessons which enthuse and engross pupils so that they absorb the learning and recall it.

EYFS

In EYFS, activities are planned to provide pupils with the opportunity to improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems, and describing shapes, spaces and measurements, primarily through play. Using the White Rose scheme, EYFS mathematics lessons are a mixture of adult-directed and child-initiated activities. This provides an opportunity to support children in reaching the Early Learning Goals (ELG) by the end of the Foundation Stage.

KS1 – National Curriculum programme of study

The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. Pupils develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Children are provided an opportunity to use a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. By the end of Key Stage 1, pupils should know the number bonds to 20 and be precise in using and understanding place value. Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.

LKS2 – National Curriculum programme of study

The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the 4 operations (+. -, X, ÷), including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. Pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number. By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word-reading knowledge and their knowledge of spelling.

UKS2 – National Curriculum programme of study

The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them. By the end of year 6, pupils should be fluent in written methods for all 4 operations, including long multiplication and division, and in working with fractions, decimals and percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly.

Maths planning has adopted a mastery approach, with the lesson objective planned to ensure all learners are able to engage in the learning, no matter their prior attainment levels. Through taking a mastery approach, adaptation is achieved by emphasising deep knowledge and through individual support and intervention provided to children. Class teachers adapt tasks according to the child’s individual needs, which takes place through questioning, how the learning is scaffolded and planned resources. Planning should be reactive to the needs of the class, and constantly reviewed as each lesson takes place to best meet the needs of our children.

Instead of differentiating through task, those who require extra support should have additional input prior to the lesson, be part of more focused group work to go through an activity, and/or additional opportunities to practice. This may include pre – teaching, tailored interventions 1:1 or small group. In addition, it is beneficial to provide resources or visuals which could support these learners in meeting the same objectives as their peers.

We aim to stretch and challenge children who show higher attainment through their challenges. Higher attainers should not be accelerated through age group expectations, but should be challenged to deepen and extend their learning through mastery tasks, questioning, opportunities for critical thinking and investigations.

Assessment

Regular assessment opportunities take place to closely monitor progress and identify any gaps, or specific children needing additional support as soon as they need it.

Assessment for Learning is used:

• daily within starters to assess recall of previously learned content
• through questioning in lessons
• weekly in arithmetic lessons to assess application of 4 operations
• in class discussions focusing in key skills or problem solving and reasoning challenges

Summative assessment is used:

• half termly in formal assessments, used to track progress, identify gaps and provide tailored targets to support and challenge children as needed.
• To identify specific target groups for appropriate interventions.

Statutory assessment:

• Reception Baseline Assessment (early number, early calculation [early addition/subtraction], mathematical language, early understanding of pattern)
• Multiplication tables check (MTC) for Year 4 children
• End of Key Stage 2 SATS papers (consisting of 3 papers: Paper 1 – Arithmetic, Paper 2 – Reasoning, Paper 3 – Reasoning).

How does our approach impact the children at St Agnes’?

The pupils at St Agnes’ are confident and resilient in their learning, which helps them to become fluent in mathematics. They are enthusiastic to undertake new learning in maths. Through pupil conferencing, children express their own understanding and enjoyment of maths. The pupils are able to explain the purpose of maths and can make links between prior learning and future application. They can articulate how maths is relevant in cross curricular subjects and can make links to the application of maths in real life. We aim to reinforce an expectation that all children are capable of achieving high standards, which is evident through the progress the children make in their learning journey.

How do we know this?

• Lesson observations
• Learning walks
• Feedback and discussions with teachers
• Pupil voice conversations
• Book looks
• Data analysis (tracking)
• Pupil progress meetings
• Teacher assessment and formal assessments (including SATs and Multiplication Tables Check)