Maths Curriculum Statement
A mathematical concept or skill has been mastered when, through exploration, clarification, practice and application over time, a person can represent it in multiple ways, has the mathematical language to be able to communicate related ideas, and can think mathematically with the concept so that they can independently apply it to a totally new problem in an unfamiliar situation.”
Dr. Helen Dury
At Crow Orchard Primary School the intent of our mathematics curriculum is to provide children with a foundation for understanding number, reasoning, thinking logically and problem solving with resilience so that they are fully prepared for the future.
Mastering maths for the children at Crow Orchard means our pupils will acquire a deep, long-term, secure and adaptable understanding of the subject.
It is essential that these keystones of Mathematics are embedded throughout all strands of the National Curriculum.
By adopting a Mastery approach, it is also intended that all children, regardless of their starting point, will maximise their academic achievement and leave Crow Orchard Primary School with an appreciation and enthusiasm for Maths, resulting in a lifelong positive relationship with number.
- We ensure that we deliver a high quality maths curriculum that is both challenging and enjoyable.
- We want children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
- We intend for our pupils to be able to apply their mathematical knowledge to science and other subjects.
- We want them to know that maths is essential to everyday life and that our children are confident mathematicians who are not afraid to take risks.
- Fully develop independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement.
We have eight key priorities at Crow Orchard Primary School that underpin every subject area. We believe that by focusing on these key priorities our children will be ready to successfully meet the challenges of the next stage of their education and their lives.
What does it look like?
- Our implementation is developed through secure understanding of the curriculum and subject area.
- An appropriate range of teaching and learning strategies will be used in all mathematics lessons to capture pupils’ interest and to promote effective learning and progress.
- In EYFS, children will follow the NCTEM Mastering Number Programme and supplement with the Lancashire scheme. This will be tailored to fit the needs of the Crow Orchard EYFS children.
- In Y1-4, Teachers will use White Rose, supported by an appropriate range of teaching and learning manipulatives and resources, following a Concrete, Pictorial, Abstract approach, to develop the knowledge, skills and understanding of every child. This will ensure that all pupils, including those pupils with SEND, achieve to their full potential and make appropriate progress.
- In Y5-6, we will use Maths – no problem! This is a different scheme but still following the mastery approach. We are using Maths – no problem as this has been used with these children in their formative years at Crow Orchard. We felt they would benefit from staying with the same scheme to ensure a smooth transition for the final years at Crow Orchard. The intention is for the whole school to use White Rose by September 2024.
- To implement our intent, we ensure that our children are invested in their learning and are making a positive contribution to their lessons.
Leadership, Assessment and Feedback
- Ongoing assessment during lessons informs the teaching and learning sequence.
- Children who are not making the required progress during lessons are given extra support through intervention sessions and support in class in order to meet our INTENT of developing pupils academically.
- Feedback is given on children’s learning in line with our feedback policy.
- Opportunities for Formative and summative assessment is added to teachers’ plans. Using this information teachers can identify the children who need more support. It also allows them to identify those children who are ready for greater stretch and challenge through planned questioning or additional activities.
- In order to support teacher judgments, children are assessed using current and reliable tests in line with the national curriculum for maths.
- Analysis of any tests that the children complete is undertaken and fed into future planning.
At Crow Orchard Primary School, we believe that a mathematical concept or skill has been mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.
- Children demonstrate quick recall of facts and procedures. This includes the recollection of the times tables
- The flexibility and fluidity to move between different contexts and representations of mathematics.
- The ability to recognise relationships and make connections in mathematics.
- Children show confidence and have a belief that they will achieve.
- Children show a high level of pride in their work in maths
The Maths Champion is: Mrs Nicola McVey