Intent

At Dr Radcliffe’s, we recognise that maths is essential in everyday life. We aim for our children to become confident, successful mathematicians who enjoy learning and applying their maths skills in various contexts. Our children will be able to recall and use key facts fluently to solve a range of problems and explain their ideas and reasoning.

Through the delivery of an ambitious curriculum, children will become fluent in the fundamentals of mathematics, establishing confidence. Well-planned lessons will nurture and foster children's curiosity and interest in maths. We treat misconceptions and mistakes as essential parts of learning and ensure maths is accessible to children of all abilities. We encourage children to view maths positively and offer them opportunities to explore the connections between mathematics and everyday life.

We use a mastery approach to maths, using materials from White Rose Maths, enhanced by resources from the National Centre for Excellence in the Teaching of Mathematics (NCETM). This inclusive approach, which emphasises multiple methods of solving problems, builds self-confidence and resilience in pupils.

New knowledge and skills build on what pupils have learned before, laying the foundation for future learning. Enriching experiences are planned to ignite the children’s passion for mathematics and help them gain knowledge. We plan and sequence knowledge to ensure all pupils become fluent in the fundamentals of mathematics, reason mathematically, and solve problems by applying their mathematics in a variety of contexts. We use concrete and pictorial resources to break down learning into smaller steps and scaffold understanding. When children are secure with concepts, they can explore them in greater depth.

We want our children to be able to

· articulate, discuss, and explain their thinking both verbally and in a written format.

· present their ideas in a written format that is clear to understand.

· choose the most appropriate and efficient strategy to solve a calculation.

· recall key facts confidently and apply them in a range of contexts.

· interpret and understand a variety of representations of a mathematical concept, such as a tens frame, bar model, dienes, or part-whole model.

· become proficient and ready for Year 7 and secondary school, rather than just meet age-related expectations for end-of-key stage tests.

Implementation

Mathematics teaching focuses on helping children think like mathematicians. We emphasise fluency in the fundamentals of mathematics and give children opportunities to reason mathematically and solve problems. We achieve this through our adaptive approach to the White Rose Maths Scheme of Work, where lessons are planned and delivered using the maths mastery principles: representation and structure, fluency, variation, mathematical thinking, and coherence.

We recognise and value the importance of high-quality teaching, combined with the concrete, pictorial, abstract approach, to ensure children’s depth of learning is as secure as possible.

o Concrete – children can use concrete objects and manipulatives to help them understand and explain what they are doing. (e.g., Numicon, dienes, straws)

o Pictorial – children then build on this concrete approach using pictorial representations, which can be used to reason and solve problems. (bar model, part / whole model, tens frame, number line)

o Abstract – With the foundations firmly laid, children can confidently move to an abstract approach using numbers and key concepts. (e.g., columnar calculation procedures)

We also help children develop mathematical thinking by sequencing the learning into small steps, using stem sentences and targeted questions designed to support and challenge. We develop mathematical fluency through daily math fluency sessions, which consolidate previously learnt facts to support automatic recall. These broadly cover facts linked to Number and Place Value but may cover other aspects that an individual class teacher believes appropriate.

We implement the Mastering Number Programme in Reception, Year 1, and Year 2, focusing on developing calculation fluency and number sense for all children and building strong mathematical foundations. In Year 4 and Year 5, we have begun implementing the KS2 Mastering Number Programme to develop fluency in multiplication and division facts and confidence and flexibility with numbers that exemplify good number sense. We have also begun using Mastering Number in Year 3 to ensure children have a secure understanding of the additive relationship and have secured addition and related subtraction facts within 20, as identified in DfE guidance.

Mastering Number in Reception ensures coverage of the building blocks to achieve the Early Learning Goals of Number and Numerical Patterns. We also use resources from White Rose Maths to ensure we effectively fulfil the requirements of the Statutory Education Programme for shape, space, and measures.

We recognise that children in all classes have a wide range of capabilities in mathematics. We seek to provide suitable learning opportunities for all children by layering the depth of learning and challenge using the mastery approach. We emphasise developing disciplinary and substantive knowledge.

We use a variety of teaching approaches, including presentations, discussions, questioning, recording, manipulatives, pattern-spotting, real-world contexts, and role-play. These learning experiences help children develop a deeper understanding of mathematical concepts and apply them in different contexts.

As staff, we continually strive to improve our understanding of the curriculum. We achieve this through regular CPD offered by subject leaders, external courses, and advice from a maths specialist. We encourage staff to seek support and request further training if needed, so everyone is confident in what they teach.

Impact

We formally record and track progress and attainment termly to ensure children are working towards their end-of-year expectations. By the end of each academic year, most children have progressed to achieve the end-of-year expectations. We aim for children to be fluent in the fundamentals of mathematics, with contextual understanding and the ability to recall and apply knowledge rapidly and accurately. Children have the language to justify, reason,

and explain their thoughts. Our maths books evidence a high standard of work that children take pride in.

Children know maths is a vital skill they will use in many areas of daily life. They have a positive view of maths, know where to go for support, and have increased confidence throughout their time at Dr Radcliffe’s, which they can carry with them into secondary school.

Children will:

· have a quick recall of facts and procedures

· have the flexibility and fluidity to move between different contexts and representations of mathematics.

· be able to recognise relationships and make connections in mathematics and other curriculum areas.

· show a concept or skill in multiple ways, using mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.

· enjoy maths and the opportunities to apply their learning in different contexts.

· Be confident mathematicians who are not afraid to take risks.

Recording

Maths is recorded in the children’s maths books. For most lessons, children record their learning in these books. However, in some instances, learning may happen in ways where recording in books is not possible or appropriate. Teacher, peer and self-assessment will assess whether the day’s learning objective has been achieved. A learning objective will be present in the children’s books for every lesson where written recording is expected. Teachers will use their professional judgement to make this decision. Children will have opportunities to build their understanding and experiences through a variety of tasks that allow them to show their mathematical knowledge.

Assessment

Teaching for mastery requires teachers to be confident about what each child knows and where their misconceptions lie; therefore, practical and effective assessment is vitally important. During the daily maths lesson, children will answer key mathematical understanding questions verbally and in writing, giving teachers a clear understanding of how well children have understood the knowledge and skills. Children can self-assess against their learning objectives from Year 2 upwards.

Formative assessment strategies include conversations with the children, questioning and the ‘products’ seen as a result of their learning. Teachers use formative and summative assessments to understand the knowledge children have embedded. Summative assessment is carried out at three points during the year, when children are assessed on their understanding of arithmetic, reasoning, and problem-solving.