Maths

Intent 

At New Bewerley we understand that Mathematics is a tool for everyday life with a whole network of concepts and relationships.  Mathematics provide a way of viewing and making sense of the world and are used to analyse and communicate information and ideas and to tackle a range of practical tasks and real-life problems. 

We believe that maths should be purposeful and children are made aware of its importance in real-life contexts.  Our Mathematics curriculum equips pupils with a powerful set of tools, and develops an ability to calculate, reason and solve problems, enabling children to understand and appreciate relationships and patterns in both number and space in their everyday lives. 

Aims 

At New Bewerley Community School, we aim to develop: 

• A positive attitude to mathematics by making it interesting, purposeful and enjoyable. Stimulating curiosity of mathematics and for children to feel confident to become successful. 
• Learners who are resilient and embrace challenge. 
• A strong sense of number and a secure foundation of number fluency from EYFS to Year 6. 
• Competence and confidence with numbers and the number system and other mathematical knowledge, concepts and skills. 
• Fluency in the fundamentals of mathematics through varied and frequent practice with complexity increasing over time. 
• Children’s conceptual understanding and ability to recall and apply knowledge rapidly and accurately. 
• Learners who can reason, think logically and work systematically to use and apply mathematics to solve problems, both independently and with others. 
• Learners who can confidently communicate and reason using sophisticated mathematical language. 

Implementation 

At New Bewerley, children’s learning and understanding is explored and developed through carefully selected manipulatives, representations and structures, variation and fluency encouraging mathematical thinking to allow firm foundations to be laid for children to adapt an abstract approach using numbers and key concepts with confidence. 

Teachers plan, using National Curriculum guidelines, supported by the White Rose Maths scheme of learning. This scheme is carefully adapted and teachers complete “S-Planning” which identifies small steps of learning, appropriate objectives, vocabulary to be taught, possible misconceptions, reasoning/problem solving opportunities and gaps in knowledge from previous assessment. This is then developed into a sequence of lessons in which learning needs of individual pupils are addressed through careful scaffolding, skilful questioning and appropriate intervention, in order to provide the necessary support and challenge, exploring different ways of representing solutions to a problem in order to develop children’s conceptual variation and reasoning skills. In lessons, teachers use a range of AFL skills to assess how children are progressing and adapt their teaching to meet the children where they are. In areas where children are significantly below their year group, differentiated objectives and activities are planned and some year groups are trialling a setting approach.  

Maths Long Term Plan 

Pupils also participate in calculation Fridays, which gives them regular practise using the four operations…the essential maths skills that children need to be equipped with for High School and their everyday lives.  Children practise recall of times tables regularly and use TTRockstars accounts to support with this. They are regularly tested and use chants, songs and games to ensure these are retained. Children are supported with retaining their maths skills and knowledge through the use of Flashback 4 at the start of each lesson, where they are required to answer questions about concepts they have learnt during previous units of work. Summative assessments are completed during the 3 assessment weeks planned out once a term. These assessments are used by teachers to identify gaps in knowledge, which are then addressed in future learning. Year 6 complete more regular summative assessments as they prepare for their SAT examinations. 

Events such as “National Numeracy Day” are celebrated to maintain enthusiasm for the subject and expose children to the opportunities that skills in the subject can create. 

Y1 - Y6 Progression Map

Progression in Maths Vocabulary

Early Mathematics 

In reception, children are taught discreet maths sessions following Development Matter and the White Rose Maths scheme. The scheme supports specific teaching through small steps with adult-led activities and continuous provision. The focus is on building up the numbers slowly, so children gain a deep understanding of them and how they are composed. Children are supported in gaining an understanding of the counting principles.  

• The one-to-one principle. 
• The stable-order principle. 
• The cardinal principle. 
• The abstraction principle. 
• The order-irrelevance principle. 

This approach is then extended into year one where pupils begin the year with the supportive model of provision gradually moving towards a more formal lesson structure as they progress over the course of the year. Children are assessed continuously within provision and supported with their mathematical development through play and purposeful, planned activities. Children are assessed formally against the ELG (Early Learning Goal) in the Summer term. As well as discreet sessions, children are also exposed to maths throughout their daily lives, for example counting the number of children in class and opportunities within provision. 

EYFS Progression Map

 Impact

• Children of all abilities enjoy their Maths lessons and have a positive growth mindset for the subject. 
• Children talk confidently about Maths using appropriate mathematical vocabulary, justifying and explaining their reasoning. 
• Children demonstrate their understanding of a range of mathematical concepts in a variety of ways, using concrete apparatus, diagrams and visual representations and also by using more abstract methods. 
• All children make progress from their often low starting points, despite the many barriers they face. 
• Children demonstrate their resilience in problem solving and reasoning and are able to work independently and collaboratively to reach a solution. 
• Children are engaged with the learning of their times tables and the use of TTRockstars. Children are more fluent in recall of their times tables and related facts. 
• Children of all abilities are appropriately challenged and make good progress. 
• Children leave New Bewerley Primary School with the skills required to be successful in high school and their future lives. 

Addition & Subtraction Calculation Policy

Multiplication & Division Calculation Policy

EYFS Calculation Policy

Here are some links to help your child with their Maths.