Maths

Click here for our Calculation Policy

Maths equips pupils with a powerful set of tools to understand and change the world. These tools include fluency, logical reasoning, problem solving and the ability to think in abstract ways.

We believe understanding the number system, fluency and automaticity should underpin the maths curriculum. Without these basic skills, pupils cannot deepen their understanding or learn to reason and problem solve. Therefore, we practise the fundamentals daily and revisit previous learning regularly to commit to long term memory.

Maths Statement of Intent

Our long-term aim is to produce an ambitious, connected curriculum accessible to all pupils. We are committed to fostering an enthusiasm for maths and for every child to develop a sound understanding which equips them with the skills they need in life beyond school. We incorporate sustained levels of challenge through varied and high quality activities with a focus on fluency, reasoning and problem solving. Pupils are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings. A wide range of mathematical resources are used and pupils are taught to show their workings in a concrete, pictorial and abstract form wherever suitable. They are taught to explain their choice of methods and develop their mathematical reasoning skills. We encourage resilience and acceptance that struggle is often a necessary step in learning.

Maths is taught daily using the ‘White Rose’ scheme and a wide range of other resources including online platforms SumDog and Times Tables Rockstars. We want our pupils to explore, question, trial, spot patterns, generalise and solve problems but we recognise that basic understanding of number, fluency of factual recall and fluency of mathematical procedures is an important prerequisite. As such, we address the teaching of arithmetic, fluency and recall systematically and regularly.

Inclusion

Inclusion in primary school maths means creating flexible, supportive environments where all pupils, regardless of their background or learning needs, can access, engage with and succeed in mathematics. This involves adapting teaching methods, materials and learning environments.

At Netherseal St Peter’s Primary School, we start with concrete objects, move to pictorial representations, then abstract symbols for all pupils, to support deep understanding and make concepts tangible for all children.

Adaptions:

· clear vocabulary

· collaborative talk/learning

· breaking down concepts

· ensuring high expectations are met through scaffolding rather than lowering them

· identifying and reducing barriers to learning such as complex language or abstract ideas by anticipating pupil needs

· explicitly teaching mathematical vocabulary, using pre-teaching of vocabulary, visual prompts and encouraging ‘maths talk’

· creating an environment where pupils feel safe making mistakes and view them as learning opportunities

· breaking down learning into small, manageable chunks

varying teaching methods and resources to cater to diverse strengths and needs
quickly identify misconceptions and provide specific, clear feedback, offering extra help as needed