Mathematics
Statement of Intent
At Cockfield Primary School we intend to provide a high-quality Maths curriculum that is both challenging and enjoyable. Using the mastery approach our curriculum will be accessible to all and will maximise the development of every child’s ability and academic achievement. By using the mastery approach, we build on skills year-on year giving the children the opportunity to make rich connections across mathematical ideas. Pupils have the freedom to creatively develop fluency and mathematical reasoning in solving increasingly sophisticated problems. This will include using Maths in other areas of the curriculum, such as the use of data in Science and patterns in Music.
Pupils will be exposed to, and use mathematical vocabulary at all stages of learning to embed their understanding. Throughout their mathematical journey, children access resources which secure mathematical concepts through the use of concrete – pictorial – abstract methods (CPA), including the use of ‘real world’ objects to create understanding of Maths around us.
As they leave our community school, our pupils will take with them the mathematical confidence, resilience and perseverance that will enable them to become successful adults in the wider world. Whether they choose an academic or vocational path.
Maths Implementation
Our maths curriculum provides breadth and balance. It is relevant and engaging and is designed to support and stretch according to the needs and abilities of all our children to ensure that our pupils have every opportunity to excel. As a school, we recognise the importance of using the CPA approach as a pathway to develop sound conceptual understanding thus empowering children to be able to apply their mathematical knowledge across different areas of maths and within different subjects. Children receive a minimum of five hours of maths tuition weekly. This is further enhanced with the use of interventions, times table revision sessions and targeted use of our home learning platform.
From Reception to Year 6, we adhere to our progression documents which outline the progression of skills and vocabulary to be taught as children move through our school. We follow the White Rose Maths medium term plans and small steps. In addition, and to ensure that connections are made and knowledge is retained, we have developed our bespoke Fluent in Five sessions which are taught daily. The content of these sessions is crafted from rigorous analysis of summative assessments. Our maths curriculum is also supported through the implementation of resources from ‘Classroom Secrets’ which aligns its resources with White Rose Maths.
As indicated above, White Rose Maths uses ‘small steps’ to break down the teaching sequence into small achievable steps. Where children require additional support, ‘scaffolds’ are used to support children further to ensure that they have secured the small step before moving on. These ‘scaffolds’ may be in the form of returning to concrete resources or pictorial representations. For children who understand a concept quicker, challenges are used to deepen and challenge learners further within the curriculum area. These are evident in children’s exercise books. Challenges are carefully used to ensure that children are not being stretched outside their year group but rather deepened within it.
Daily assessment is incorporated throughout the lesson through live and verbal feedback. Termly assessments are used as a diagnostic tool to ensure that teachers are adapting learning to meet the needs of all children and ensure that any necessary interventions are targeted specifically to meet the needs of children. Reception children are assessed using teacher assessment. Years 1,3 & 5 use NFER tests whilst Years 2&6 are assessed using previous year’s SATs tests.
Times tables play an important part in our maths learning, with children developing their fluency in rapid recall of tables up to 12 x 12 by the end of year 4. While the rapid recall of times tables are being developed, children are also learning how to apply and manipulate their understanding of this to reason and solve problems. We use Times Table Rock Stars and IXL Learning to help the children with their rapid recall and understanding of linked facts.
Maths Impact
By the end of Year 6, transitioning to secondary school, Cockfield Primary School mathematicians will have developed a bank of efficient and accurate skills that can be used to calculate effectively. These will have been underpinned by the C-P-A process, so children understand rather than just do, which ultimately will allow children to identify when answers do not make mathematical sense. Children will be able to apply these calculation skills and understanding to become confident and resilient problem-solvers with the ability to reason and articulate their ideas mathematically. When observing our children, you will hear them talking enthusiastically about their maths and speak about how they enjoy the subject. You will hear them celebrating their mistakes and learning from each and every one they make. You will see a class enthused, engaged, challenged and on task. You will see independence and pupils supporting their peers and explaining mathematical tasks to one another. You will see pupils ready to use and apply their maths in their everyday life.