Intent
At Tewkesbury Church of England Primary School and Pre-school, we aim to provide a high-quality mathematics education that fosters a deep understanding of mathematical concepts, fluency and problem-solving skills. Our curriculum is designed to help develop confident, inquisitive mathematicians who appreciate the importance and relevance of mathematics and are able to apply their skills in a range of contexts. A mastery approach ensures that every child is able to develop a secure and adaptable understanding of mathematical concepts, allowing them to shine regardless of their starting points. We focus on depth of understanding and use concrete, pictorial and abstract representations to support learning. Our lessons encourage reasoning, critical thinking and resilience, enabling children to articulate their mathematical thinking confidently.
By the end of their primary education, our pupils will have the knowledge and skills needed, preparing them for the next stage of their education and life beyond C of E.
We intend to do this by:
Ensuring our children have access to a high-quality maths curriculum that is both challenging and enjoyable, and builds upon previous learning.
Providing our children with a variety of mathematical opportunities, which will enable them to make the connections.
Showing the children that maths underpins much of our daily lives.
Ensuring children are confident mathematicians who are not afraid to make mistakes or take risks.
Fully develop independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement
Providing children with the opportunity to apply their mathematical knowledge across other curriculum areas.
Enabling children to have the ability to discuss and accept differing viewpoints when solving mathematical problems.
Implementation
Our implementation is developed through secure understanding of the curriculum and subject area.
Planning
Maths is a core subject in the National Curriculum. Tewkesbury C of E follows the White Rose Hub maths plans as the basis for implementing the statutory requirements of the programme of study for mathematics.
Planning is undertaken at three levels:
Long term: National Curriculum
Medium term: planning is detailed in the White Rose Maths planning. It gives the main teaching objectives (small steps) for each term and ensures an appropriate balance and distribution of work across each term. This planning gives ideas for mathematic talk, fluency, problem solving and reasoning. Unit overviews (road maps) are up-dated annually in response to data and in house monitoring of teaching & learning. These are supported by the use of the White Rose Maths Hub materials, our school calculation policy and NCETM
Short term: planning is used within daily lessons and shared with pupils. Daily lessons include a clear lesson intention ‘I can’, ‘what do I know that will help us?’ and key vocabulary. Daily lessons are taught in 6 parts: Practise It, Use It, Teach It, Do It, Secure It and Deepen It.
Impact:
Pupils will leave Tewkesbury C of E prepared for the next stage in their lives with:
Quick recall of facts and procedures
The flexibility and fluidity to move between different contexts and representations of mathematics
The ability to recognise relationships and make connections in mathematics
Confidence and belief that they can shine in Maths
The knowledge that maths underpins most of our daily lives
Skills and concepts that have been mastered
A mathematical concept or skill has been mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations and this is the goal for all of our children.
These will be assessed through: assessment, tracking, pupil progress meetings, performance management, moderation and standardisation.
The whole class moves through content at the same pace
Children are given time to think deeply about mathematical concepts and gain a real understanding, rather than a reliance on rote learning methods; this builds self-confidence in learners and results in greater progress
Differentiation is provided through depth rather than acceleration
This approach reflects the principles of the 2014 National Curriculum
Number sense is developed
At Tewkesbury C of E Primary School, it is important that all children should be able to:
Recall and use an increasing range of number facts, including times tables and number bonds
Apply mathematical skills and demonstrate logical thinking
Ask questions, take risks and learn from mistakes
Explain their methods, reasoning and workings
Solve problems and take part in investigations that deepen understanding
At Tewkesbury C of E Primary School, we enable pupils to achieve these aims by:
Developing pupils’ understanding of number and place value
Developing pupils’ understanding of calculation
Developing fluency of number facts
Using a pictorial-concrete-abstract approach
Encouraging pupils to develop independence
Supporting pupils in making mistakes
Encouraging pupils to select and use resources to support their learning
Development of children’s reasoning and problem solving skills forms an integral part of our mathematics teaching. Children are regularly engaged in mathematical investigations in which they can apply their own knowledge and understanding of mathematics. We provide many opportunities for children to work collaboratively with their peers, and all children are actively encouraged to explain their mathematical thinking to others. Activities are carefully planned to meet the needs of all children: appropriate support is provided where it is needed, and additional challenge is provided by exploring concepts in greater depth.
As a school, we are working closely with the GLOW Maths Hub to develop our approach to mastery in mathematics.
Ofsted – Good
