Intent 

Langley Park Primary Academy’s Mathematics curriculum has been designed with the intent to develop our children’s skills and values of : exploration, resilience, individual  thinking, self - belief and independence. By embedding maths with these values, our children will become fluent and confident mathematicians. Our children will develop the mathematical knowledge and skills they will need in their daily lives and education beyond the primary setting. Using the White Rose Maths Scheme of learning as a base resource, we personalise and adapt the curriculum to ensure effective delivery of the maths curriculum. 

We will deliver a curriculum that :

• Allows the children to learn new skills which are built on each year through our school provision. 

• Allows children to use and choose from a wide range of the most efficient and effective manipulatives to assist learning. 

• Allows children to access a range of mathematical models and scaffolds to support learning of all concepts. 

• Inspire learning through the outstanding and consistent teaching practice, which has firmly been embedded through the concrete, pictorial and abstract approaches. 

• Children are at the centre of the learning journey, with starting points being individualised where appropriate, with aspirational targets being set for all children throughout the academy. 

• Ensures all children are supported and challenged through appropriate scaffolds. 

• Encourages our children to feel confident and reflect on mistakes in order to enable them to create change. 

• Encourages our children to have growth mindsets when approaching maths, ensuring all classes are safe spaces to discuss feelings. 

• Encourages our children to be self - motivated, independent and resilient by being fluent in basic skills. 

• Challenges our children to have a mastery of the maths curriculum by using their fluency skills to reason, using a range of strategies that they choose to apply. 

Implementation

The maths curriculum is led and overseen by the subject leader. A regular cycle of monitoring, evaluation and review ensures consistency of excellent practice in our academy. 

The teaching, learning and sequence of the curriculum follows :

• A clear mastery approach through the WhiteRose Maths Scheme of learning. This scheme ensures complete curriculum coverage, repetition, progress and consolidation in all maths areas. 

• A clear sequence of learning which builds includes retrieval practice, builds on prior learning and the development of new skills, which are repeated within each year. 

• Outstanding and consistent teaching practice, which has firmly been embedded through the concrete, pictorial and abstract approaches. 

• Lessons allow repetition and therefore build towards a mastery of learning. 

• Times tables are taught daily in all years groups in a progressive way from an early age to ensure that all children have met the curriculum objective by the end of Year Four. 

• A termly focus teaching maths through transdisciplinary means allows our children to see how maths lends itself beyond the classroom. The focus allows children to build mathematical knowledge and skills through inquiry-based learning which is rooked in relevant, real - life contexts. Additionally, this adds to building their retrieval skills, as it provides additional opportunities to consolidate mathematical knowledge and skills - helping learning to grow in confidence and independence. 

• A design which supports individuals and small groups of children to ensure their needs are met within the environment of quality first teaching, targeted support and same day intervention where required. 

EYFS

In Early Years, Mathematics involves providing children with opportunities to develop and improve their skills in counting, subitising, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measure.

Pupils are taught to:

Number

Count and subitise reliably with numbers from 1 to 20

place them in order and say which number is one more or one less than a given number

add and subtract two single-digit numbers and count on or back to find the answer using quantities and objects

solve problems, including doubling, halving and sharing

Shape, space and measure

use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems

recognise, create and describe patterns

explore characteristics of everyday objects and shapes

use mathematical language to describe them.

Key Stage 1

The National Curriculum (2014) states that:

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. This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools].

At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.

By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.

Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.

Lower Key Stage 2

The National Curriculum (2014) states that:

The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, 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.

At this stage, 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.

Upper Key Stage 2

The National Curriculum (2014) states that:

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 four operations, including long multiplication and division, and in working with fractions, decimals and percentages.

Pupils should read, spell and pronounce mathematical vocabulary correctly.

Impact: 

Our maths curriculum will create :

• An enjoyment of the maths curriculum that promotes achievement and inspires confidence. 

• A positive impact on the children’s outcomes at the end of each key stage, with increasing percentages of children achieving greater depth year upon year. 

• Children who are resilient and are able to learn from the mistakes they make. 

• Through the exploration of mathematics children who have self belief and the ability to think critically. 

• Children who will become fluent in all basic skills and work towards mastery. 

• Children who will have the mathematical ability to reason and problem solve beyond the classroom environment. 

• Children who will leave Langley Park Primary Academy ready for the next phase of their learning journey. 

• Our Early Learning Goals data will be equal to or better than the national average of 71.8% achieving a good level of development.