All Hallows C of E Primary School
Maths
“The essence of mathematics is not to make simple things complicated but to make complicated things simple.”
Stanley Gudder
Intent
‘A high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.’
(National Curriculum)
At All Hallows C of E Primary School, we want our children to enjoy Maths and to become curious Mathematicians who, throughout their learning journey, develop fluency skills, their ability to reason and express themselves using precise mathematical vocabulary and to be increasingly confident in solving problems using a range of explicitly taught heuristics.
Our mathematical intent, provides a platform for our children to understand the world and the important role that maths has in everyday life. Our children begin to see how useful and necessary it is and see that it isn't a subject in isolation.
We provide daily maths lessons and additional teaching and practice time for all children to become fluent in a specific number of facts and also develop reasoning skills. Leaders and teachers also consider the most important knowledge and concepts that pupils need to know and focus on these; we prioritise feedback, retrieval practice and assessment. Teaching the curriculum content in blocks, allows children to explore skills and knowledge in depth and gain a secure understanding of particular subject matter. Tasks are created to help pupils to focus on the mathematics to be learnt and to also provide for overlearning. Key knowledge (KIRF) and skills are also revisited regularly, allowing repetition to embed learning. A concrete, pictorial, abstract approach provides children with a clear structure in which they can develop their depth of understanding of mathematical concepts. Misconceptions are identified early, using diagnostic questioning, and corrected. We aim to ensure that mathematics is a high profile subject that children view positively and with an 'I can' attitude.
Our intention is that the majority of pupils will move through the programmes of study at broadly the same pace. We aim for each child to be confident in each yearly objective and develop their ability to use this knowledge to develop a greater depth of understanding, solving varied fluency problems as well as problem-solving and reasoning questions. Pupils who grasp concepts rapidly are challenged through GD problems. Those who are not sufficiently fluent with earlier material consolidate their understanding, through additional practice, before moving on. Final end-of-term assessments are made using NFER or SATs tests, thus identifying the level in which the child is working.
Impact.
The impact of our mathematics curriculum is that pupils develop secure, deep and connected understanding of mathematical concepts through a mastery approach. Teaching follows the principles of the White Rose scheme, ensuring small-step progression, careful sequencing and opportunities for all pupils to achieve.
Children develop strong fluency in number through regular practice of key facts, including number bonds, multiplication tables and efficient calculation strategies. This secure knowledge allows pupils to focus on reasoning and problem solving.
Pupils are taught to think mathematically. They are encouraged to explain their reasoning, justify their answers and make connections between different areas of mathematics. Through the use of variation, children see concepts presented in different ways so that understanding becomes secure and flexible rather than procedural.
Problem solving is an essential part of learning. Pupils are taught heuristics such as drawing diagrams, using bar models, looking for patterns, working systematically and checking whether answers are reasonable. This helps children to become resilient learners who can approach unfamiliar problems with confidence.
Teachers use assessment to identify gaps quickly so that misconceptions can be addressed through small-step teaching and targeted support. Pupils who need additional help receive structured intervention, while pupils who grasp concepts rapidly are given opportunities to deepen their understanding through reasoning and greater depth tasks.
Work in books shows a clear progression over time, with pupils moving from concrete and pictorial representations to abstract methods. Children present their work carefully and use mathematical vocabulary accurately. They are proud of their learning and can talk about what they know and how they know it.
Pupil voice shows that children enjoy mathematics and understand that effort, practice and thinking are important. They are willing to try, make mistakes and improve, and they approach challenges with confidence.
By the time pupils leave our school, they are fluent, thoughtful and independent mathematicians who are well prepared for the demands of Key Stage 3 and beyond.