Maths

Intent

‘Pure Mathematics is, in a way, the poetry of logical ideas’
Albert Einstein

Maths fluency is embedded in early years (and expanded throughout) to provide the foundations for reasoning for each child throughout their school years. Lessons give maths a purpose and allow children to apply it to real life experiences, helping math make sense. Activities are fun and engage all at an accessible level, through investigations, puzzles and discussions. Children explore maths and become inquisitive about number; finding many different methods and skills to solve a single problem. Above all, maths at Bader allows children to become confident with calculations and reasoning through discussion opportunities to use their learned vocabulary and make sense of what they are learning. 

Implementation

Implementation – EYFS

In the EYFS, maths is embedded within the areas of learning and is taught discretely in Reception. Teachers plan purposeful and engaging tasks to give children the opportunity to embed fluency and to develop their reasoning skills through variation and noticing maths in real life. Pupils initially explore numbers to 20 through the development of concrete and pictorial representations  for numbers as a solid foundation for further progress.

Implementation – Key Stage One and Two

The teaching of maths follows the White Rose Maths Mastery approach of concrete, pictorial and abstract representations.  This ensures that children are following a mastery approach by thinking, discussing, solving and proving their methods/ideas.

Maths in KS1 is still very practical and children use a variety of concrete and pictorial  resources to make maths as interactive as possible. However, in Year 2 children are beginning to work more independently and will be given more opportunities to choose an appropriate concrete resource or to apply a pictorial method.  Children apply and develop skills that they have learned in EYFS such as their times tables and division facts. Fluency is further embedded through the use of Arithmetic sessions and Times Tables sessions. Creating a secure understanding of times tables in KS1 develops confident and secure learners for KS2. Children are encouraged to work within groups and independently to share their understanding and to prove what they know using an array of resources. The vocabulary in KS1 begins to increase and children apply this within their reasoning skills.

Maths in KS2 is similar to KS1,  in that they also complete an Arithmetic and Times Tables session to embed fluency – each new year offers new opportunities for progress in fluency. Children are also encouraged to use concrete and pictorial methods and taught such methods as appropriate for their learning journey. This enables children to think critically, and to think deeper, allowing children to investigate and extend what they already know. Children are exposed to a range of engaging open-ended tasks that may require more than one answer or, in some cases, no right or wrong answer. In all years, from reception to Year 6, children are encouraged to enjoy maths and to make marvellous mistakes in which they can learn from. Maths at Bader aims to create inquisitive and resilient learners who can apply what they have learned to the world around them and celebrate their own successes.

Impact

Bader Primary uses triangulated monitoring throughout the year to gauge the impact of the Maths curriculum across school. The impact of the curriculum is seen in:

• Progress has consistently risen over the last five years in maths in Key Stage 1 and Key Stage 2 SATs.
• Standards and abilities within fluency skills have risen and are embedded throughout school.
• Arithmetic sessions are completed in every class, every day giving regular opportunities to embed and apply.
• Reasoning skills are improving and there is more focus on mathematical vocabulary. Children are improving their ability to vocalise their understanding and apply it to all topics.
• Stimulating environments within the classroom and practical resources to engage and encourage independent learners.
• Learners that develop and build upon the previous skills from each year.
• An accessible curriculum which allows learners of all abilities to be included and challenged appropriately.
• Quality resources and curriculum create familiarity with expectations and methods.
• Concrete, pictorial and abstract methods engage all learners and develop understanding of a mastery curriculum.