Maths

Vision

 

‘Mathematics is a creative and highly interconnected discipline that has been developed over centuries providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering and necessary for financial literacy and most forms of employment. A high quality mathematical education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the power and beauty of mathematics, and a sense of enjoyment and curiosity about the subject.’ (DfE 2013)

 As can be seen from the above statement, mathematics pervades all aspects of our lives and helps us to make sense of our world. With this in mind this policy promotes the basic and wider understanding of mathematics, and hopes to instil an enjoyment in the subject by supporting children to engage with it and build upon their own understanding and promote further learning.

St Mary’s uses the Maths Mastery approach, which embraces and encourages the idea that “all children can”. Through a small steps approach, our curriculum has an inclusive approach and an emphasis on promoting multiple methods of solving a single problem builds self-confidence and resilience in pupils.

Maths Curriculum Intent

 

  • The Children should see themselves as confident mathematicians.
  • Children to enjoy developing their mathematics skills and knowledge.
  • Children will be able to apply their mathematics knowledge in a range of situations.
  • Children will be able to explain their knowledge using mathematical language.
  • To provide an environment that promotes mathematics.
  • To provide mathematics skills which will equip children for life.

Power Maths

 

St Mary’s is a Maths Mastery school which uses Power Maths across KS1 and KS2 as our key framework for teaching.

Each maths lesson is divided into evidence-based sections:

  • First, children share, explore and learn from a Discover problem, presented with some focused questions to guide their thinking.
  • Next, children discuss their learning in a Share activity. During this whole-class, interactive learning phase, children share their thinking and look for the best ways to solve the problem.
  • The lesson then moves into a Think Together section. This section develops the concrete problem through the pictorial and abstract stages and there is clear progression within each lesson.
  • In the Practice section, children use their Practice Books to apply and rehearse what they’ve learned.

Lessons are busy and interactive with children working independently, in pairs, in groups and as a class. A high-quality bank of concrete resources allows all children to have a hands-on experience of learning.

Mastering Number

 

In KS1 and Early years, this project aims to secure firm foundations in the development of good number sense for all children. The aim over time is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number. Attention will be given to key knowledge and understanding needed in Reception classes, and progression through KS1 to support success in the future.

In KS2, the aim over time is that all children will leave KS2 with fluency in multiplication and division facts, and a confidence and flexibility with number that exemplifies good number sense when looking at the multiplicative relationship. Attention will be given to the key knowledge and understanding needed in Year 4 and Year 5 to support future progression.

Fluent in Five

 

Fluent in Five provides a daily set of arithmetic practice for Years 1-6, designed to help children develop and maintain fluency in both written and mental calculations. The structure of Fluent in Five is also designed to help Key Stage 2 children distinguish between written and mental calculations.

Key Documents

Glossary 

Maths Mastery: Mathematics teaching for mastery assumes everyone can learn and enjoy mathematics.


Fluency: children will be able to use their skills to know the best way to figure out a maths problem. It also means developing number sense and it means using those skills in a variety of contexts.

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