Mathematics

Intent

At Nutley CE Primary, we want all children to become fluent mathematicians who can problem solve and reason confidently. We aim:

To provide interesting and well-planned lessons, where children continually build on the knowledge they have already mastered, to promote children’s enjoyment of mathematics and provide a foundation for enthusiastic lifelong learning
To develop children’s mathematical thinking and conceptual understanding e.g. using concrete manipulatives (objects) and pictorial representations (pictures), before moving to abstract symbols (numbers and signs); giving children opportunities to explain or justify their mathematical reasoning using correct mathematical vocabulary; and providing children with plenty of opportunities to solve a variety of problems with differing representations and make rich connections across mathematical ideas
To secure children’s knowledge and accuracy when recalling number facts
To deepen the understanding of all children by covering fewer topics in greater depth not 'climbing' the curriculum as quickly as possible
To help children acquire and apply the mathematical skills necessary for solving problems, not only in the maths lesson, but also in science and other subjects, in everyday life situations, in their future learning and in the workplace
To develop children’s confidence and resilience in Mathematics by improving their growth mindset so they can reach their full potential

Implementation

We have adopted a mastery approach to teaching and learning in mathematics. Mastery involves knowing how and why the mathematics works. It means being able to use mathematics knowledge in new and unfamiliar situations. To support children in achieving this, we use mainly White Rose resources, but draw from a range of other resources, such as NCETM (National Centre for the Teaching of Mathematics) and Number Sense Maths, where appropriate. These are used to both support and challenge children’s understanding, in line with the higher expectations of the National Curriculum. We expect most children to move through this programme of study at broadly the same pace. Teachers will make decisions about when to progress based on the security of children’s understanding and their readiness to progress to the next stage. Children who grasp concepts rapidly will be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier concepts will consolidate their understanding through additional practise and support before moving on.

Children have the opportunity to further develop their fluency through subscription-based websites: MyMaths and TTRockstars.

Impact

Children are given the support and challenge they need to become fluent mathematicians who think flexibly, making connections between different areas of their mathematical understanding. They are able to apply their understanding in order to reason and to solve problems effectively. Children have a positive attitude to maths and enjoy their learning. This means they will have a strong foundation on which to build further maths and science learning at secondary school, as well as preparing children for mathematical tasks in everyday life and work.

Progression Maps

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Place Value

Addition and Subtraction

Multiplication and Division

Geometry - Properties of Shapes

Geometry - Position/Direction/Movement

Statistics