Mathematics
Intent
Our maths curriculum is knowledge-rich, ambitious and inclusive. It is designed to ensure that all pupils develop a secure understanding of number, reasoning and problem-solving, and become confident in applying mathematical ideas in a range of contexts.
We want pupils to see maths as a connected subject, where knowledge builds carefully over time. Through high-quality teaching, children develop fluency, mathematical vocabulary and the ability to reason clearly and solve problems with confidence. Our aim is for every child to become a resilient, curious and capable mathematician.
We believe all pupils can succeed in maths. Our curriculum provides the depth, challenge and support needed to help every child make strong progress and develop the confidence to use mathematics in school and beyond.
Implementation
Maths is taught through a carefully sequenced curriculum that builds knowledge logically and cumulatively. We follow a mastery approach, ensuring pupils secure key concepts before moving on to new learning.
Lessons focus on:
- fluency
- reasoning
- problem-solving
Pupils revisit prior learning regularly through retrieval practice, helping them to strengthen understanding and retain important knowledge over time. New mathematical vocabulary is taught explicitly and used consistently so that pupils can explain their thinking clearly.
We use high-quality teaching, representation and variation to support understanding and address misconceptions. Learning is adapted where needed to ensure all pupils, including those who need additional support and those who are ready for greater depth, can access the curriculum and succeed.
Impact
As a result, all our children are engaged and challenged by lessons and are able to independently apply their knowledge to a range of increasingly complex problems, with increa
By the time they leave our school, pupils are confident, fluent and resilient mathematicians. They can recall and apply key knowledge, explain their reasoning and approach problems with increasing independence.
Pupils leave us with a strong mathematical foundation, prepared for the next stage of their education and able to use maths in meaningful and practical ways in everyday life
Calculation Policy
Please have a look at the attached Calculation Policy which shows the methods of calculation in each year group.
Times tables are the building blocks of maths. Once you know the basics, maths is much easier as answers can be worked out more quickly. That is why it is crucial for your child to keep practising their skills. Every child has a login for TTRS and knows how to use it. Please encourage your child to have a go at home as well – can you keep up with them?
We will be using pens to celebrate children learning specific times tables. Which one will your child get first?
Maths Websites
There are many maths resources available online. Below are some website links you could use with your children:
Times Table Rockstars https://play.ttrockstars.com/auth/school
Practise skills and speed with times tables.
A huge repository of puzzles and illusions. They also have this 'Daily 30 seconds' page that is updated daily with some good mental warmups. BrainBashers - Daily 30 Seconds
You can choose which year group (Reception to Y6) and skill to practise.
Primary resources, homework help and online games - BBC Bitesize
Choose your year group (Reception for Y6) and the topic.
https://www.topmarks.co.uk/maths-games/hit-the-button
Quickfire questions using various maths skills.
Gallery
Reception learnt about sharing and halving. The children created their own pizza bases on Wednesday using a paper plate and then added toppings using natural materials such as leaves for herbs and dandelions for cheese! The children then chose a special guest to join them at the pizza party and they had to share their pizza with their guest. They had to chop their pizza in half creating two equal parts!
2C and 4B practising their times tables on Number Day.
Pupils’ thoughts
“I found the work was easy at the start of September, so I thought Y5 was going to be easy. I like the work now because it challenges me, sometimes there are 4 or 5 step problems.”
“We are learning new things and we do fluency, apply and then challenge; we don’t just work out of textbooks.”
“My favourite thing is long division. It was challenging to learn the method as it takes time, but the more you practise, the better you get.”
“The teacher is really good at explaining a useful method to use. For percentages, I used to use a really long method and it took me ages to work out the answer, but the teacher showed us a really easy way to do it, so now I’m really quick!”
“It doesn’t matter what level you are working at; everybody gets challenged.”