Maths

At St Joseph’s, we have designed a broad, balanced and progressive curriculum. We aim to ensure all pupils:

•become fluent in the fundamentals of mathematics, so they can develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

•reason mathematically by developing an argument, justification or proof using mathematical language.

•are given opportunities to solve problems by applying their mathematics to a variety of problems with increasing sophistication.

 

At St Joseph’s daily maths lessons are designed using a mastery approach. Mastering maths means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject and begin to apply concepts in many different contexts. Our teaching of mastery is based around the five big ideas representation and structure, mathematical thinking, fluency, variation and coherence.

 

‘White Rose’ Maths scheme, is used as a basis for our teaching. It focuses on reinforcing number competency, whilst providing opportunities to build reasoning and problem solving into each lesson and encourages each pupil to build confidence and resilience to achieve in maths. A clear and comprehensive overview and a progression of skills, in each strand of mathematics, shows how learning progresses within and across year groups. Small steps for each strand build upon prior knowledge and develop new concepts. A range of concrete, pictorial and abstract ideas are skilfully planned into lessons to develop deep thinking. This allows children to make mathematical connections and move between different contexts and representations.

 

Within lessons, children are given opportunities to develop their arithmetic skills at the beginning of a lesson. Children solve written calculations or develop fluency in number bonds or times tables. A review of previous learning is then undertaken to ‘link’ previous and new learning. Mathematical vocabulary is introduced and revisited throughout the lesson. Following this, children are then introduced to a new mathematical concept that develops reasoning and competence when solving incredibly sophisticated problems. It provides children with the opportunity to develop why? and why not? questions. The majority of children progress through the lesson at the same pace with differentiated activities and through individual support. At the end of the lesson, children have the opportunity to reason mathematically and further develop their mathematical vocabulary. Throughout the maths curriculum children are assessed in a variety of different ways. At St Joseph’s, we use formative assessment which takes place day- to- day within the lesson. For a more summative view of where children are succeeding, and require additional support, end of term assessments are carried out. This informs future planning and interventions children may require.

 

Children leave St Joseph’s Catholic Primary School as happy, confident mathematicians, who have the key skills and knowledge necessary for the next stage of their learning. The impact of our mathematics curriculum will be measured through:

• The subject lead ensures that the National Curriculum requirements are met

• Pupil outcomes are monitored through deep dives, where evidence is gathered in the following ways: pupil voice interviews, book scrutinies, drop- ins, discussions with staff etc.

• Assessing children’s knowledge of key component learning as set out within schemes of work

• Assessing children’s understanding of arithmetic and reasoning skills.

• Summative assessment of key concepts (Arithmetic and Reasoning) using GAPS tests (3 x per year).

• Moderation and scrutiny of pupil’s books and professional dialogue between teachers to assess the quality of children’s learning

• Sharing good practice among staff

• Marking of maths work in books against the school’s marking policy

• The maths lead identifies clear next steps, which are determined by a cycle of monitoring, evaluating and reviewing

• Monitoring of progress from year to year ensuring pupils remain ‘on track’ from their starting point