Maths Curriculum intent, implementation and impact statement
The intention of the maths curriculum at Saint Aidan’s Catholic Primary School is that pupils are taught to become competent and independent mathematicians. The ‘mastery approach’ to teaching maths is the underlying principle of Mathematics Mastery. Instead of learning mathematical procedures by rote, we want pupils to build a deep conceptual understanding of concepts which will enable them to apply their learning in different situations. Through mathematical talk, pupils will develop the ability to articulate, discuss and explain their thinking. We encourage resilience and acceptance that struggle is often a necessary step in learning. We will provide the pupils with the necessary resources to allow all pupils to access the curriculum and encourage them to use this where appropriate to explain their logic and reasoning.
At Saint Aidan’s, we recognise that in order for pupils to progress to deeper and more complex problems, pupils need to be confident and fluent across each yearly objective. We follow key objectives set out in the 2014 national curriculum to ensure that the coverage for the year is completed.
We implement our approach through high quality teaching delivering appropriately challenging work for all individuals. To support us we have a range of mathematical resources in classrooms including Number lines, Base10 and counters. We also use a range of planning resources including those provided by the White Rose Hubs, NCETM and NRICH.
We use three key principles to deepen pupils’ understanding:
- Conceptual understanding
- Language and communication
- Mathematical thinking
Each National Curriculum objective is broken down into fluency, reasoning and problem solving; our teachers use learning challenges to teach for mastery - an approach to extend and deepen the understanding of pupils within each year group. Our teaching staff use a range of different scheme to ensure the best coverage and challenge.
Through our teaching we continuously monitor pupils’ progress against expected attainment for their age, making formative assessment notes where appropriate and using these to inform our discussions in termly Pupil Progress Meetings and update our summative school tracker. The main purpose of all assessment is to always ensure that we are providing excellent provision for every child.
As part of the Catholic Umbrella Trust we are fortunate to be able to call on the support of 8 other Maths leads and specialist teachers. Through moderation of planning, lessons and books, we can be sure that progress is made across all year groups. If progress is not being made, support is immediate and steps provided to ensure all pupils achieve and make progress.
Summative assessment takes place at the end of each term and pupils’s progress and attainment is discussed with senior leaders in pupil progress meetings. Formative assessment takes place on a daily basis and teachers adjust planning accordingly to meet the needs of their class. The teaching of mathematics is monitored by leaders through lesson observations and book scrutinies.
Our practical approach to mathematics ensures we are able to meet the complex needs and huge range of abilities the pupils at our school have. Our focus on fluency, reasoning and problem solving provides challenging learning as well as opportunities to contextualise mathematics and encourage pupils to not see mathematical skills in isolation, but to integrate them into other aspects of their learning and lives. With the new curriculum we have placed a far greater focus on reasoning and have seen mathematical resilience improving across school. Challenging pupils to explore their work in greater depth has seen pupils become more reflective and interested in exploring learning yet further.
Online Maths Activities
We often look at online maths games we can play to support the teaching of certain curriculum areas.
Below are some suggestions of game you light like to try at home.
Why should I play maths games with my child?
Progress in maths is best made when the children are engage and see it in a real life situation. By regularly repeating skills and practise they become embedded. Sometimes this can take a long time so the more fun we can make it the more likely they are to engage.
Times tables websites
Have a look at the photos of our maths challenges we completed at home.