“Mathematics is the language with which God has written the universe” (Galileo Galilei)

Policy Overarching Objective

We believe every child has the right to a high quality mathematics education and that the skills children develop through maths have a huge impact on many other areas of life and learning. Teaching in mathematics reflects our curriculum intent of learning about the challenges the world is facing, have the inspiration to improve and preserve the future of our planet, and to live happy, healthy and kind lives, in the way that Jesus teaches us.

The aims and objectives of mathematics are in line with the National Curriculum and enable children:

• To become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• To reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
• 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

In Early Years:

There are six main areas that collectively underpin children’s early mathematical learning, and which provide the firm foundations for the maths that children will encounter as they progress through the key stages.

Cardinality and Counting: understanding that the cardinal value of a number refers to the quantity of things it represents.

Comparison: understanding that comparing numbers involves knowing which numbers are worth more or less than each other.

Composition: understanding that one number can be composed from two or more smaller numbers.

Pattern: looking for and finding patterns helps children notice and understand mathematical relationships.

Shape and Space: understanding what happens when shapes move, or combine with other shapes, helps develop wider mathematical thinking.

Measures: comparing different aspects such as length, weight and volume, as a preliminary to using units to compare later.

In Key Stage 1:

• The principal focus of mathematics teaching is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This involves working with numerals, words and the 4 operations, including with practical resources.
• Pupils develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching involves 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 know the number bonds to 20 and are precise in using and understanding place value.
• Pupils read and spell mathematical vocabulary.

In Lower Key Stage 2:

• 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, including number facts and the concept of place value. Pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
• Pupils develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching ensures 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. Pupils can use measuring instruments with accuracy and make connections between measure and number.
• By the end of year 4, pupils have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.
• Pupils can read and spell mathematical vocabulary correctly and confidently.

In Upper Key Stage 2:

• 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. They develop the connections between multiplication and division with fractions, decimals, percentages and ratio.
• Pupils 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 consolidates and extends knowledge developed in number. Teaching also ensures 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 read, spell and pronounce mathematical vocabulary correctly.

Impact

Mathematics is tracked through termly assessments and interventions determined through pupil progress meetings.

As an inclusive school, we recognise the need to tailor our approach to support children with Special Educational Needs as well as those who would benefit from further enrichment and challenge.

Appropriate arrangements are made by the class teacher to accommodate any specific special needs that a pupil may have, thus enabling them to participate in mathematical activity. The class teacher and support staff will identify pupils who show a particular talent for mathematics and appropriate provision is provided for them.

Cultural Capital links to Mathematics

Pupils have the opportunity to take part in local and national online competitions both individually and as class groups.

Pupils have visiting speakers and workshops to enhance enjoyment of mathematics.

All pupils are eligible to be selected for the Mathematics Pupil team to promote a love of mathematics across the school and assist in monitoring tasks.

Year 5 and 6 pupils have access to a Mathematics G&T group in collaboration with nine other local schools including one secondary school.

English - numeracy developed using non-fiction texts which include mathematical vocabulary, graphs, charts and tables.

Science - order numbers including decimals, calculate means and percentages, use negative numbers when taking temperatures, decide which graph to use to represent data and plot, interpret and predict from graphs.

ICT - collect and classify data, enter it into data handling software to produce graphs and tables, and interpret and explain the results. Draw on abilities to manipulate numbers and identify patterns and relationships when coding.

Art/D&T - use measurements and patterns, spatial ideas, the properties of shapes, symmetry and use multiplication and ratio to enlarge and reduce the size of objects.

History/Geography - study maps and use coordinates and ideas of angles, direction, position, scale and ratio. Use timelines similar to number lines.