Maths at St Joseph’s

The Maths subject leader is: Mrs Kelly Picton

Mathematics at St Joseph’s, Moorthorpe enables children to achieve the three main National Curriculum aims:

· Children become fluent in the fundamentals of mathematics (‘Do maths’)

· Children can solve problems by applying their mathematics (‘Use maths’)

· Children can reason mathematically by following a line of enquiry (‘Talk maths’)

“Without mathematics, there’s nothing you can do. Everything around you is mathematics. Everything around you is number.”

Our school is a happy, caring and exciting place, where all children are given the opportunity to succeed. The intention of our mathematics curriculum is to design an offer, which is accessible to all and will maximise the development of every child’s ability and academic achievement.

We want our children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.

We provide our children with a concrete, pictorial and abstract approach in order to master the curriculum. As our children progress, we intend for them to be able to understand the world, have the ability to reason mathematically, apply their mathematical understanding to a range of situations, and have a sense of enjoyment and curiosity about the subject.

Staff follow the White Rose Maths Primary Schemes of Learning (, supplemented by a range of high quality resources.

In each of the major topics areas (Number, Measurement, Geometry and Statistics), the curriculum has been broken down into key areas. For each of these areas, you can see which National Curriculum objectives are covered in that year, together with the term and block in which that objective is first met in the White Rose Maths schemes. The objectives are also broken down into small steps of learning.

The White Rose Maths curriculum is a cumulative curriculum, so that once a topic is covered it is met many times again in other contexts – often so many that listing them all is impractical. For example, place value is always covered in Autumn 1 but revisited within addition and subtraction, multiplication and division etc throughout each year.

Each Class Teacher is responsible for the teaching of mathematics in their classroom, in consultation with and under the guidance from the Mathematics Subject Leader. Teachers draw on a range of resources to create the best possible learning environment for our pupils, moving the children through the stages of concrete to pictorial and lastly to abstract understanding. Consolidation weeks are also built into each term to revisit outcomes that have been identified as needing further development.

Reasoning is a part of every lesson, and the use of mathematical discussion in whole-class and small group contexts as well as between talk partners, enables the children to verbalise and discuss their understanding. Working Walls and mathematical resources, in each classroom, allow the children to explore, clarify and apply their learning. Teachers are encouraged to use innovative and creative lesson formats to engage pupils in developing skills using: mental strategies, written methods,

practical work, investigations and problem-solving, mathematical discussion using precise mathematical language and consolidation of basic skills and routines.

Pupils in EYFS learn through a mixture of adult-led activities and child-initiated activities both inside and outside of the classroom. The classroom environment support maths throughout a number of provision areas, ensuring children are able to access activities throughout the day to practice and develop skills being taught. In addition, consistent, daily maths lessons take the form of direct teaching, which is followed up by enhanced activities placed in areas of provision in the classroom, which may be accessed independently or supported by an adult.

Children at St Joseph’s understand and value the importance of Mathematics, this is evident through pupil voice.

“I love Maths”

“My brain is working when I do Maths”

“We use concrete, pictorial and abstract to help us break down methods like short division”

Summative assessment takes place at the end of each term and children’s progress and attainment is discussed with Senior Leaders in pupil progress meetings. Formative assessment takes place on a daily basis and teachers adjust planning accordingly to meet the needs of their class. Attainment and outcomes in mathematics have a prominent focus throughout our school.

Through high quality first wave teaching, guidance and effective feedback, most children will achieve age-related expectations by the end of each year group.

By the end of Key Stage Two, children will leave our school prepared for the next step in their mathematical education; outcomes in Mathematics, over the last three years, show both attainment and progress outcomes as above, or well above average.

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Calculation policy