Mater Christi Trust

St Margaret Mary Catholic Primary School
The Intent of our Mathematics Curriculum
At St Margaret Mary, we are mathematicians! We believe that all children can achieve within mathematics and can become ‘masters’ of the subject. They can develop a love and enjoyment of it whilst becoming independent problem solvers. We aim for children to embrace a ‘can do’ attitude to their learning and for them to become confident and competent in all areas of mathematics.
We aim for our children to:
In line with the National Curriculum, we aim to ensure that all pupils:
The Implementation of our Mathematics Curriculum
We strongly believe that a mastery approach is the best way for our children to learn maths. We feel that every child can achieve in maths and is able to develop a secure knowledge and understanding of the many areas covered in this subject. The key features of Maths Mastery are:
By striving to master maths, children will develop a deep, secure and adaptable understanding, feeling confident to problem solve and face new situations without immediately needing support.
At St Margaret Mary, we use the White Rose Maths scheme which follows a next steps approach to learning and advocates the use of concrete, pictorial and abstract methods. This scheme is used to guide the teachers’ planning. Along-side this, the DfE’s Ready to Progress Criteria is also available, enabling the teachers to see the steps before and after each learning intention to support the teaching and learning process. The Ready to Progress Criteria also provides support and challenge for all levels of learners including those with SEN as well as gifted and talented mathematicians.
Staff plan their teaching in a way that is relevant to the children in their class. We take a flexible approach to what we do when, to address identified gaps in pupils’ knowledge and to move our provision to address weaknesses. Learning will not move on until staff believe that the children have a sound and secure understanding of a concept. Children who struggle with a concept will be supported through practical resources, additional practice, interventions and adult support. Children who grasp concepts quickly will be challenged to think deeply and reason about their learning.
Our mastery approach applies the five big ideas to the teaching of maths:
White Rose Maths:
In Years 1 -6, at the beginning of every lesson, children practise arithmetic skills of number bonds, x tables and using patterns in number to support their learning and knowledge. Pupils are taught arithmetic skills regularly with time given to consolidate, practise skills and methods throughout our mathematical teaching. A weekly lesson enables them to use their taught strategies in written arithmetic independently.
To improve speed in their recall of number facts, Times Tables Rockstars and Numbots are home learning platforms which the children can access at home and at school. Both of these resources encourage home learning and personal challenge. Homework is given weekly to practise skills taught through a variety of tasks and activities.
Staff have access to up-to-date training and research through WRM On-demand CPD, The National College, The Catholic Primary Partnership and NCETM Hub. Regular staff meetings are held to support teacher’s pedagogical content knowledge, to discuss teaching and progress across the school in order to further develop effective teaching. This supports teachers in using a consistent approach throughout the school so misconceptions are less likely to occur.
Resources:
Organisation of Teaching and Learning:
EYFS
In EYFS, children are immersed in mathematical language and encouraged to use it within their play. They experience activities where they explore number understanding and show critical thinking in tasks that they take part in. Every opportunity is taken to talk about and experience number and problem solving appropriate to our children. Mathematical experiences involve the use of games, practical manipulatives and mathematical models following a mastery approach.
For four lessons a week, our Reception teacher works closely with the Maths Hub and follows the NCETM Mastering Number for the planning and teaching of number. This programme enables pupils to:
Shape, space and measure lesson are delivered once a week using the White Rose Math scheme.
Times Tables
Effective understanding and recall of times tables is the foundation of most of the mathematics children will do at primary school and the mathematics curriculum involves children being fluent in number skills. Our times tables scheme includes inverse operations, a range of representations and problem solving, which are all vital skills in mathematics. Within KS2, children are tested weekly and we set challenges on TT Rockstars 'Battle of the Bands', to further engage and enthuse the children.
In Year 4, children take the statutory ‘Multiplication Tables Check’ (MTC), to assess their knowledge and recall of times tables facts.
Cultural Capital / Enrichment Activities
To enhance and support the teaching of mathematics we dedicate time to delivering enrichment days/activities which include:
The Impact of our Mathematics Curriculum
Assessment of impact forms an integral part of every maths lesson at St Margaret Mary. From the beginning of every lesson, teachers and teaching assistants will be assessing what their pupils are, or are not understanding and use this to scaffold each segment of the lesson. Interventions will be both planned for and ‘live’, meaning that misconceptions are dealt with immediately and high attaining pupils are challenged appropriately. Linking with our mastery approach, staff ensure that confidence and resilience continually develop in each and every child, taking the small steps approach to ensure an understanding in every lesson. The way children explain their methods and understanding and the mathematical vocabulary play as big a part as getting the answer correct.
Children are assessed on entry to Year 4 using the online times tables assessment which is timed and simulates the statutory MTC (Multiplication Tables Check). All children are required to participate in this national assessment towards the end of their Summer Term of Year 4. Following this baseline test, children are then encouraged to practise their times tables at home and are given regular opportunity to also practise in school.
EYFS
Key Stage 1 and Key Stage 2
Monitoring
The Head teacher and maths subject lead play a central role in the monitoring and evaluation of the quality of teaching and learning of mathematics in the school.
The subject lead is responsible for monitoring attainment and progress, the outcomes of which are collated in the subject leadership folder and fed back to staff at an appropriate time. Regular informal chats take place with class teachers discussing mathematics teaching, White Rose Scheme implementation and any concerns in children’s learning. The curriculum is monitored through discussions with the children about mathematics, learning walks including observing the environment and behaviour for learning, and regular scrutiny of planning and books.
Teaching and learning is monitored at a time indicated in the School Improvement Plan: Monitoring and Evaluation timetable.