Our aim is to equip all children with the skills and confidence to solve a range of problems through fluency with numbers and mathematical reasoning. Children are encouraged to see the mathematics that surrounds them every day and enjoy developing vital life skills in this subject.
Intent
Our Mathematics curriculum aligns with the National Curriculum, aiming to make children fluent in mathematical fundamentals, promote mathematical reasoning, and problem-solving. The three aims of the NC should be addressed in most lessons– Fluency, Reasoning and Problem Solving. We believe that children should leave us as confident, resilient mathematicians with a deep conceptual understanding of the skills required to approach any maths problem. Our mission is to enable all learners to enjoy and succeed in mathematics. We want learners to think about maths beyond what is tested in national examinations and to be equipped with an understanding of mathematics that will be relevant and useful in their future studies and in the world of work. We understand that a deep grasp of mathematics is essential to enabling greater social equity and mobility. Because of this, we aim to embed mathematics across the curriculum through enrichment activities and through our STEM work.
Implementation
To ensure whole-school consistency and progression, Mathematics is planned and sequenced using a combination of Mastering Number and White Rose in the EYFS and KS1, and continued into LKS2. This is fully aligned with the National Curriculum and the school’s ongoing engagement with the local maths hub continues to ensure that staff at all levels understand the pedagogy of the approach. These problems are almost always presented with objects (concrete manipulatives) and pictorial representations. Lessons focus on both conceptual and procedural knowledge and the large majority of children progress through the curriculum content at the same pace. Adapted teaching achieved by emphasising deep knowledge and through individual support and intervention. Maths units are taught in blocks, to enable the achievement of ‘mastery’ over time. Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts. Every class from Year 1 upwards do regular spaced retrieval through ‘Flashbacks’ to help them recap and retain knowledge. Our tools include Mastery Mo and Dig Deeper Dave, along with resources from NCETM and Nrich.
Assessment is comprehensive, involving children’ work, in-class contributions, Numbots, Times Tables Rock Stars, and White Rose termly assessments, allowing for tailored support and challenges, particularly for students with additional needs.
Our lessons include CPA (concrete, pictorial, abstract) strategies, as well calculation and problem solving as we recognise that ‘fluency’ is not just about remembering facts and develop all aspects of fluency through lessons.
Impact
As a result of all that we do, The Richard Clarke First School have a community of enthusiastic mathematicians who enjoy showcasing their mathematical skills. As well as assessment for learning during lessons, regular and ongoing assessment of the childrens’ outcomes informs teaching, as well as intervention, to support and enable the success of each child.
We use a variety of strategies to evaluate the knowledge, skills and understanding that our children gain as they progress from Reception to Year 4:
These factors help us to maintain high expectations and high standards in Mathematics, with achievement at the end of KS2 normally in line with the national average and an increasingly higher proportion of children demonstrating greater depth, at the end of each phase.
We are be confident that we are giving our children the best possible start to their mathematical life.
D. Austin, Maths Lead
RCFS Curriculum Overview 2023-2024
RCFS Maths progression of skills 2023-2024
RCFS Maths progression of knowledge (mats)
“I enjoy Maths at RCFS, because it gives me skills for life!”
“My favourite lesson is Maths. I love answering Dig Deeper questions!”
“I like working with a partner in Maths and using the place value grids”
