Mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.
Here at St Anne’s C of E Primary, it is our intention to provide a foundation for understanding the world as well as the ability to reason mathematically. Our children need to develop the necessary skills to make them “deep thinkers” - acquiring maths skills that can be recalled quickly and transferred and applied in different contexts.
To ensure consistency and progression (and that our children have full coverage of the maths National Curriculum through revisiting topics several times over the year allowing their knowledge to embed), the school uses the Abacus scheme of work and CLIC (Big Maths) along with other supporting resources, for example, from NCETM, White Rose and Nrich. Each lesson is designed to build on prior knowledge to increase fluency and to enable high quality reasoning and problem solving skills.
Pupils will solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions, developing resilience and stamina. Pupils will learn to reason mathematically using mathematical language; through mathematical talk, children will develop the ability to articulate, discuss and explain their thinking.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress will be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly will be challenged through being offered rich and deeper thinking problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, hotspots and intervention.
Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child in developing ‘mastery’ in maths.