Curriculum Statement

Mathematics is not about numbers, equations, computations, or algorithms: it is about understanding.’  William Thurston

Intent

At Kirkby on Bain CE Primary School, our aim is to provide all pupils with opportunities to become confident, competent, and curious mathematicians and to nurture a love of mathematics.  We believe that every child can achieve and succeed in maths, and our maths curriculum ensures that children are able to reach their potential. Through our learning, provision and exploration, children are encouraged to see the mathematics that surrounds them every day, and to enjoy developing vital life skills in this subject.

We aim to provide children with a broad and balanced maths curriculum which offers opportunities for the practice and application of both arithmetic and reasoning skills to ensure children make good progress and become confident. Problem solving is built into our lessons to encourage children to apply their mathematics to a range of problems, identifying steps and possible solutions, methods and approaches.

Implementation

Our medium and long-term plans along with our sequencing of lessons (the small steps), follow the mastery approach from Power Maths where the goal is to deepen understanding. This enables us to teach the statutory requirements set out in the National Curriculum (2014). As part of the progression, children are exposed to concrete, pictorial and abstract ways of exploring new concepts (regardless of their age). Our planning is supplemented by NCTEM and White Rose, and resources are also used from ISee Maths, Collins Greater Depth Maths (UKS2), Third Space Learning, Number Sense, Number Blocks and Primary Stars. Teachers, with the support from the maths lead, will carefully select resources from the range given (in addition to Power Maths) where they believe the resources will enhance the understanding of a concept further or to explore the concept further. Support for the teaching of mastery in our school, is also gained from our participation in the ‘Teaching for mastery’ workgroup with the East Midlands MathsHub. Since September 2022, we have participated in the Mastering Number programme which aims 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. In Years 1 and 2, these are standalone sessions in addition to their Power Maths sessions. 

We are very passionate about the importance of children having a strong grounding in number which is fundamental for them to develop the foundations to become successful mathematicians. With our youngest learners, encompassing the aims of the Early Years Framework, we aim to support them to develop the ability to visualise numbers in different representations; to understand how our number system works; to recognise patterns and relationships between numbers; and to apply their knowledge in different contexts. In our reception class (Maple), children are taught through direct instruction following a clear, small-step progression, use of varied representations, exploring number and calculation practically, discussing their learning and applying their learning in real-life situations and in their play. Adults work with children on focussed tasks and in continuous provision developing children’s accurate use of language and vocabulary to describe their mathematics. Through continuous provision and enhanced provision, children are surrounded by opportunities for them to demonstrate and apply their learning of early number and other aspects of mathematics. Continuous provision continues into our Year 1 and 2 classes and for more information about this, and why our children thrive with this approach, please see the relevant class pages.

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The aspects of mathematics are taught in sequences, but opportunities are given for pupils to make rich connections across mathematical ideas to develop fluency, mathematical reasoning, and competence in solving increasingly sophisticated problems. Throughout our teaching, we ensure that we revisit prior learning to support the current concepts being taught, and this also supports children in becoming confident in demonstrating and articulating their learning clearly and accurately.

We are very proud of the mathematical dialogue and vocabulary that our children demonstrate every day in maths from our youngest learners in Reception, to our older children in Year 6. This is achieved by all staff modelling and using correct mathematical vocabulary throughout the small steps of learning along with plenty of opportunities built into lessons and provision for children to articulate their thinking.

Impact

At our school, children should:

• be able to become fluent in mental calculation skills related to their year group
• be able to become efficient in their calculating skills
• be able to apply their mental and written arithmetic skills to excel at reasoning and problem solving
• be able to show independence in their learning
• be able to have the mathematical language skills to articulate their thinking and responses
• be able to become confident in questioning and learning from mistakes
• be able to link mathematical concepts together to support their understanding
• be able to understand the importance of learning maths.

Here is what some of our children have said about maths!

“There are always different challenges in maths, but never too easy or never too hard. No matter what you do in maths, it is always fun and makes you think.” 

“I really like helping other people with maths, and I love sharing our ideas and solving problems together.” 

“I love learning new things in maths and also practising things I have already learnt. I like challenges and working with others to problem solve.”