Maths

In our academy we create confident mathematicians by teaching mathematical skills and concepts daily. We do this through exciting, engaging and challenging maths lessons using a variety of approaches. We use National Curriculum objectives to plan our maths learning and teaching, and as a basis for our assessment of pupils’ mathematical understanding.

We use practical approaches and resources to enable children to truly understand and master the maths they are learning. All pupils are set frequent tasks to deepen their learning and develop their problem solving ability, which stretches and challenges them as individuals.

The National Curriculum for Mathematics sets a responsibility for schools to ensure that pupils:

  • Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that children develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
  • Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Maths in Key Stage 1 (Years 1 and 2)

Our principal focus of maths teaching in Key Stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This involves working with numerals, words and the four operations (addition, subtraction, multiplication and division), and with practical resources, for example, hands-on manipulatives and measuring tools.

Pupils develop their ability to recognise, describe, draw, compare and sort different shapes and use related vocabulary. Learning and teaching involves using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.

By the end of Year 2, all pupils know the number bonds to 20 and are precise in using and understanding place value. We place an emphasis on practice at this early stage to aid fluency.

Pupils read, spell and use mathematical vocabulary at a level consistent with their increasing word reading and spelling knowledge at Key Stage 1. This language has been used and modelled effectively and consistently by all staff.

Maths in Lower Key Stage 2 (Years 3 and 4)

The principal focus of mathematics teaching in Years 3 and 4 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. We make sure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.

Pupils develop their ability to solve a range of problems, including with simple fractions and decimal place value. Learning and teaching also ensures that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. We ensure that pupils can use measuring instruments with accuracy and make connections between measure and number.

By the end of Year 4 pupils know multiplication tables up to and including the ‘12 times table’ and show precision and fluency in their work, with increasing speed.

Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word-reading knowledge and their knowledge of spelling.

Maths in Upper Key Stage 2 (Years 5 and 6)

The principal focus of mathematics teaching in Upper Key Stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This develops the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.

Pupils refine their ability to solve a wider range of problems, including problems involving complex properties of numbers and arithmetic, and problems that demand efficient written and mental methods of calculation. Pupils are introduced to the language of algebra as a means for solving a variety of problems. Learning and teaching in geometry and measures consolidates and extends pupils’ knowledge developed in number. Pupils classify shapes with increasingly complex geometric properties and learn the vocabulary they need to describe them.

By the end of Year 6, pupils are fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.

Pupils read, spell and pronounce sophisticated mathematical vocabulary correctly. Pupils apply previous mathematical vocabulary and knowledge and develop a similar level of understanding and implementation.

Lesson Structure

Maths lessons in our academy are carefully planned for individual classes and are taught at a high ability level. Appropriate differentiation draws upon formative assessment information from prior learning. Teachers deliver an appropriate level of challenge to ensure that all pupils succeed in most of their work and understand the importance of making mistakes to further their understanding. Maths groupings in every class are fluid and teachers maximise opportunities for maths learning throughout the school day.