Newbrough C of E Primary School Maths Curriculum Overview
Curriculum Intent: Fostering Mathematical Understanding
At Newbrough C of E Primary School, the maths curriculum is designed to cultivate a deep understanding of mathematical concepts, equipping children with a broad range of skills to apply maths in various contexts. The school's vision is for every child to become a confident and fluent mathematician, capable of reasoning, problem-solving, and articulating their mathematical thinking effectively.
The curriculum aligns with the National Curriculum's three core aims:
- Fluency: Children will develop a strong grasp of the number system, including efficient recall of number facts and multiplication tables.
- Reasoning: Children will learn to reason mathematically, expressing their thoughts clearly using appropriate mathematical vocabulary. They will be able to justify their answers, follow lines of enquiry, make generalisations, and construct logical arguments.
- Problem-Solving: Children will learn to apply their mathematical knowledge to solve problems, developing a range of strategies and cultivating resilience and perseverance when facing challenges.
Implementation: A Structured Approach
The school implements a mastery approach to teaching maths, fostering the belief that all pupils can achieve in this subject. Children are taught in mixed-age classes, revisiting the same content over a two-year cycle. This approach allows for a deeper exploration of concepts in the second year, building upon the foundational understanding gained in the first year.
Clear, progressive small steps provide a framework for planning, ensuring a systematic progression through key concepts. Lessons are structured to support all learners, with differentiated activities and teacher input tailored to individual needs.
Here's a glimpse into a typical maths lesson:
- Mixed Ability Grouping: Children are grouped by ability in KS1 and LKS2, while UKS2 students work in pairs.
- Gradual Concept Building: Lessons progress from fluency practice to more challenging problems, ensuring a solid understanding of each concept.
- Manipulatives and Visual Aids: Tools like Numicon, place value counters, Dienes blocks, and place value charts are readily available to support understanding and demonstrate mathematical ideas.
- Mathematical Vocabulary: Teachers use a "you say... I say" approach to explicitly teach and reinforce mathematical language, helping children communicate their ideas effectively.
- Extension Challenges: More advanced pupils are given extension activities to deepen their understanding and develop their reasoning and problem-solving skills.
- Differentiated Tasks: All children work on tasks appropriate to their current understanding, with support provided through manipulatives, adult guidance, and extension problems.
- Problem-Solving Focus: Lessons conclude with a problem-solving question, encouraging children to apply their learning in a real-world context.
Developing Key Mathematical Skills
The curriculum emphasises the development of these fundamental mathematical skills:
- Number Sense: Developing a robust understanding of numbers, their relationships, and operations is particularly crucial in the early years. This is fostered through the 'Mastering Early Number' program from the National Centre for Excellence in the Teaching of Mathematics (NCETM), used in Reception, Year 1, and Year 2.
- Fluency: Regular fluency sessions are held, especially in KS2, to practice number facts and multiplication tables. Children are encouraged to continue this practice at home, supported by the online platform Times Table Rockstars. The "1-minute White Rose" activities also contribute to building fluency with number facts.
- Reasoning and Problem-Solving: These skills are interwoven throughout all aspects of the curriculum. Teachers use targeted questioning to encourage children to explain their thinking, justify their answers, and use precise mathematical language. This promotes critical thinking, logical reasoning, and effective communication of mathematical ideas.
- Concrete to Abstract: The school follows a pedagogical approach that moves from concrete representations to abstract concepts. Children initially engage with manipulatives and pictorial representations to build a solid conceptual understanding before transitioning to more abstract symbols and equations.
Long-Term Planning: Mapping the Learning Journey
Detailed long-term plans map out the curriculum content for each year group across Key Stages 1 and 2. These plans are organised by different areas of maths, ensuring a balanced and comprehensive learning experience:
KS1:
- Place Value
- Addition and Subtraction
- Shape
- Multiplication and Division
- Length and Height
- Statistics
- Money
- Fractions
- Time
- Mass, Capacity, and Temperature
- Position and Direction
LKS2:
- Place Value
- Addition and Subtraction
- Multiplication and Division
- Area, Length and Perimeter
- Fractions
- Decimals
- Time
- Position and Direction
- Statistics
- Measures
UKS2:
- Place Value
- Four Operations
- Fractions
- Decimals
- Converting Measures
- Perimeter and Area
- Statistics
- Property of Shape
- Algebra
- Position and Direction
- Perimeter, Area and Volume
The long-term plans for LKS2 and UKS2 further illustrate the "small steps" approach, demonstrating how concepts are introduced and developed progressively throughout the year.
Impact: Evaluating Success
The school uses multiple methods to evaluate the effectiveness of its maths curriculum and the progress of individual pupils:
- Children's Responses: Observing how children engage with and respond to maths lessons provides valuable insights into their understanding and enjoyment of the subject.
- Work in Books: Analysing students' work in their books allows teachers to assess their grasp of concepts and identify areas for further development.
- Progress Evidence Tracker (PET) Analysis: The PET provides a structured system for tracking pupil progress and identifying any learning gaps that need to be addressed.
- PUMA Tests: Termly PUMA tests offer a standardised measure of student attainment, enabling teachers to monitor progress against national benchmarks.
These assessments help determine whether children are working towards the expected standard, exceeding it, or demonstrating a greater depth of understanding. The results inform future planning and ensure that teaching is tailored to meet individual needs.
Ultimately, the we aim to develop confident and fluent mathematicians who can apply their skills in a range of situations. This success is evident when children demonstrate the ability to discuss and use maths effectively in various contexts.
Support Systems: Ensuring Every Child Thrives
Newbrough C of E Primary School is committed to providing support for all learners. When pupils encounter difficulties, targeted interventions are put in place to address their specific needs.
The school uses two primary support programmes:
- 1st class@number: This program helps students who have gaps in their foundational mathematical knowledge and understanding.
- success@arithmetic: This program focuses on developing specific arithmetic skills where children require additional support.
These interventions are crucial in ensuring that every child has the opportunity to succeed in maths, regardless of their starting point. The school's dedication to providing tailored support underscores its commitment to inclusive education and fostering a positive and successful learning environment for all.
