Maths

 

INTENT - Why do we teach this? Why do we teach it in the way we do?

At Hill Top CE Primary we intend to:

  • Ensure that all our children access a high-quality Maths curriculum which is both enjoyable and challenging.
  • Ensure that our children are confident mathematicians who are unafraid to take risks, can learn from their mistakes and who have a sense of curiosity and independence.
  • Provide our children with many opportunities to use and apply their maths in order to problem solve and to use across the foundation subjects.
  • Broaden our children’s mathematical vocabulary in order to further their ability to reason and to communicate clearly their maths.

IMPLEMENTATION - What do we teach? What does this look like?

At Hill Top CE Primary we adopt a ‘mastery approach’ to the teaching and learning of mathematics.  Teaching maths for mastery involves employing approaches that help pupils to develop a deep and secure knowledge and understanding of mathematics at each stage of their learning, so that by the end of every school year or Key Stage, pupils will have acquired mastery of the mathematical facts and concepts they’ve been exposed to, equipping them to move on confidently and securely to more advanced material.

In Key Stage 1 we have adopted the ‘Power Maths’ scheme as our chosen programme of study, whilst in EYFS and Key Stage 2 we have adopted the similar ‘White Rose Maths’ scheme. Both programmes fully cover the new National Curriculum. Teachers discover ‘where their children are’ through the use of pre-unit assessment, prior learning and ‘maths talk’ during lessons. The schemes we follow then aid teachers in getting their children to ‘where they need to be’. A range of concrete, pictorial, abstract approaches are used in lessons and there is an expectation that teachers use a variety of fluency, problem solving and reasoning activities. There is a wealth of resources that teachers can access to support this - including Target Maths books, White Rose Premium Resources, Oxford Owl reasoning questions and Power Maths workbooks. Same-day maths intervention is carried out wherever possible to allow children to ‘keep-up’ and for the class to move through the curriculum at broadly the same pace. Children who are significantly behind their peers in maths have access to the NumberStacks scheme in order to help them ‘catch-up’. End of unit assessment informs future planning, demonstrates progress in books and celebrates effort and achievement.

 

IMPACT - What do we want to happen?

As a result, Hill Top CE Primary is a school where children succeed in mathematics. They are confident to discuss and share their strategies and approaches and not afraid to ask questions or grapple with problems. They are able to work both independently and collaborate in their maths lessons. They support and help one another. Our attainment at the end of EYFS, KS1 and KS2 is above national average and that of the local authority.

Long Term Plan - Reception

Long Term Plan - Ks1 and Ks2

Calculation Policies

How do we teach Addition?

How do we teach Subtraction?

How do we teach Multiplication?

How do we teach Division?

YR: Knowledge Organiser | Reasoning Examples

Y1: Knowledge Organiser | Reasoning Examples

Y2: Knowledge Organiser | Reasoning Examples

Y3: Knowledge Organiser | Reasoning Examples

Y4: Knowledge Organiser | Reasoning Examples

Y5: Knowledge Organiser | Reasoning Examples

Y6: Knowledge Organiser | Reasoning Examples

                                          

Progression Through Mathematics 

Addition and Subtraction

Multiplication and Division

Place Value

Fractions, Decimals, Percentages

Geometry

Measurement

Ratio

Statistics

The Year 4 multiplication check information