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Mathematics

Intent

At Gillingstool the purpose of our maths curriculum is to teach a rich, balanced and progressive programme of study which allows pupils to develop mathematical skills and knowledge that they are able to use confidently throughout their lives. They will develop fluent conceptual understanding and become confident in using maths to reason and problem solve in each area. Our curriculum aims to use maths to support children in better understanding the mathematical world around them and as such link maths to real life experiences and ensure it is cross curricular and pertinent to the lives of the children of Gillingstool. Children should develop an enjoyment of mathematics as well as feel confident in using both mental and written methods, including correct selection of methods and operations in a range of contexts.

Our pupils should:

  • have a well-developed sense of the size of a number and where it fits into the number system
  • know by heart number facts such as number bonds, multiplication tables, doubles and halves
  • use known facts to apply to more complex calculations mentally
  • calculate accurately and efficiently, both mentally and in writing and paper,
  • use a range of calculation strategies
  • solve problems and use reasoning skills
  • explain their methods and reasoning, using correct mathematical terms
  • judge whether their answers are reasonable and have strategies for checking them where necessary
  • explain and make predictions from the numbers in graphs, diagrams, charts and tables
  • develop spatial awareness and an understanding of the properties of 2d and 3d shapes


Implementation

The National Curriculum (2014) forms the basis of long term planning.  White Rose Maths is used as a basis for medium term planning to ensure coverage of all units appropriately across the year. White Rose Maths is also used to support short term unit planning for daily teaching. There is a weekly diet that consists of regular times tables work, varied fluency, reasoning and problem solving, development of mathematical language and discussion, opportunities to work independently, with teachers and with peers in a conducive and supportive environment and regular opportunities for self-assessment, teacher assessment and reviewing, correcting and explaining work.

Each objective is taught across two days with the first day being the teaching of the new skill or concept and a focus on fluency and varied fluency. Day Two moves pupils onto the reasoning and problem solving skills linked to the concept taught the previous day and encourages them to apply it in a range of contexts, real life situations and explain their methods and answers in more depth. The Day Two also allows for teachers to adapt learning or provide additional input and support for those identified as having not secured the skill taught in Day One. Each phase has a set weekly structure for maths and there is a whole school lesson structure which includes a starter or warm up activity linked to times tables, arithmetic or previously taught skills to consolidate and fill gaps. There is a section on mathematical talk where new vocabulary is introduced and children are encouraged to use mathematical language to discuss, share and challenge concepts and answers. The main section follows an ‘I do, we do, you do’ approach to allow modelling and scaffolded practise of the taught skill. A checkpoint or hinge question is used to check understanding, form guided groups and allow children to pitch their own learning accurately.

Times Table Rockstars is used to support the teaching and learning of times tables for children from EYFS to Year 6 and this is set as weekly homework and progress is linked to a display in all classes.


Provision

Pupils are provided with a variety of opportunities to develop and extend their
Mathematical skills, including:

  • Group work
  • Paired work
  • Whole class teaching
  • Individual work including 1:1 enhancements and interventions

Pupils engage in:

  • the development of mental strategies
  • written methods
  • practical work
  • investigational work
  • problem solving
  • mathematical discussion
  • consolidation of basic skills and number facts
  • maths games and use of ICT


Impact

At Gillingstool, the impact of our curriculum design will be that pupils will have developed mathematical skills and knowledge that they are able to use confidently in the next stage of their school career and be confident in selecting the methods, strategies and resources they need. Through becoming confident and fluent in mathematics, pupils will also develop a sense of enjoyment for the subject. They will be able to discuss mathematical concepts and strategies, explain their thinking and respectfully challenge others in their mathematical thinking. We measure the impact of mathematical teaching and learning through the following methods:

  • Entry and exit cards for each unit
  • Target Tracker to assess and identify gaps
  • NFER tests
  • Interviewing the pupils about their learning (pupil voice).
  • Moderation staff meetings where pupil’s books are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work.
  • Annual reporting of standards across the curriculum.