Maths at West Didsbury CE Primary
Intent - Our curriculum is designed so that the children become fluent in the fundamentals of mathematics, through varied and frequent practice, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. They will reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and using mathematical language. They will solve problems by applying their mathematics in a variety of contexts, including breaking problems into simpler steps, working collaboratively and persevering in seeking solutions. We want children to have a “growth mindset” attitude: to be able to learn from mistakes and not be fearful to have a go at challenging activities.
Implementation - In EYFS and KS1 teaching is delivered in small groups, and follow up activities take place through continuous provision. In KS2 children may be taught in larger groups. In all years we use the White Rose scheme as the structure for our delivery. All new concepts will be introduced through concrete apparatus and the use of practical resources and problems. Understanding is then developed by using pictorial representations of numbers and calculations etc. Finally, children will begin to use abstract written methods to record their understanding, so that by the time they leave KS2 they are prepared for the next stage of their mathematical learning. The programmes of study are organised into distinct areas, but where possible, pupils should make connections across mathematical ideas to develop competence in solving increasingly sophisticated problems. The expectation is that the majority of pupils will achieve mastery of their year group objectives. This includes being able to solve problems flexibly and independently, not just completing arithmetic calculations. Pupils who grasp concepts rapidly will be challenged through being offered problems in different contexts, before any acceleration through new content. Those who are not sufficiently fluent with earlier material will consolidate their understanding, including through additional practice, before moving on.
Impact - The impact of our maths teaching will be to develop children who can not only calculate efficiently, but who have a sense of enjoyment and curiosity about patterns and mathematical problem solving. Formative assessment takes place on a daily basis and teachers adjust planning accordingly to meet the needs of their class. 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. Attainment and outcomes in mathematics have a prominent focus throughout our school. The teaching of mathematics is monitored frequently by leaders through lesson observations, book scrutinies and pupil interviews.