Maths at St. Joseph’s Catholic Primary School
Intent
The 2014 National Curriculum for Maths aims to ensure that all children:
- Become fluent in the fundamentals of Mathematics
- Are able to reason mathematically
- Can solve problems by applying their Mathematics
At St. Joseph’s our mastery approach ensures that these skills are embedded within Maths lessons and developed consistently over time. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy Mathematics and to experience success in the subject, along with the ability to reason mathematically.
Implementation
Our curriculum is approached by teachers reinforcing an expectation that all children are capable of achieving high standards in Mathematics. The large majority of children progress through the curriculum content at the same pace with the use of a Concrete, Pictorial, Abstract approach (CPA). Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.
Our approach ensures:
- Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge
- Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts
- Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up
Mastering Number is used in EY and KS1 with an aim to secure firm foundations in the development of good number sense for all children from Reception through to Year 1 and Year 2.
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.
To ensure whole consistency and progression, the school uses White Rose Maths scheme. New concepts are shared within the context of an initial related problem, which children are able to discuss in partners. This initial problem-solving activity prompts discussion and reasoning. Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. Each lesson phase provides the means to achieve greater depth, with more able children being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within the lesson as appropriate.
Impact
The school has a supportive ethos and our approaches support the children in developing their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others. Students can underperform in Mathematics because they think they can’t do it or are not naturally good at it. Preconceptions by ensuring that all children experience challenge and success in Mathematics by developing a growth mindset are addressed. Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child. This ensures that we are able to maintain high standards, with a constant strive to achieve improvements in progress and attainment.