Maths
The National Curriculum for Maths aims to ensure that all children:
- Become fluent in the fundamentals of mathematics
- Are able to reason mathematically
- Can solve problems by applying their mathematics skills
At Lime Tree Primary Academy, these skills are embedded within Maths lessons and developed consistently over time. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts.
We want all children to enjoy mathematics and to experience success in the subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of mathematics.
Intent
At Lime Tree we understand the crucial role of mathematics within the overall context of the curriculum. Mathematics is based on patterns and relationships from the world around us. Our school aims to give all pupils the confidence to make sense of the world in which they live; by understanding and having the ability to think and communicate in the language of mathematics. Our children love to collaborate, share their knowledge and understanding of Maths and be able to celebrate their achievements. We aim to provide children with opportunities to become fluent in the fundamentals of mathematics, through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. As the children progress through our skills their maths skills will progress with them. They will learn the fundamentals of maths: Place value, the four operations, geometry, statistics, and measurement.
Implementation
At Lime Tree we teach a mastery approach to Mathematics, meaning that we provide our pupils with a range of opportunities to develop a deep and lasting understanding of mathematical procedures and concepts. Pupils are taught through whole-class interactive teaching, where the focus is on all pupils working together on the same lesson content at the same time, ensuring that all can master concepts before moving to the next part of the curriculum sequence. We ensure that no pupil is left behind and all pupils can fulfil their potential in this subject. Our curriculum is laid out in small steps to ensure the children have a deep understanding of each concept. Mathematics is often taught as a separate subject, yet it contributes to many areas of the Primary curriculum.
At our school we aim to identify these opportunities at the planning stage giving children ways to use maths in real contexts and providing reinforcement and enrichment through additional provision for numeracy in topic lessons - to creative learning settings ranging from Maths Days, interactive maths sessions and practical maths learning in the outdoor environment. Teachers develop pupils’ numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics. Pupils are taught to apply arithmetic fluently to problems, understand and use measures, make estimates, and check their work.
Children in the EYFS are taught the Early Learning Goals for Mathematics from the ‘Statutory framework for the Early Years Foundation Stage’. Planning for all our children comes from the White Rose scheme of learning which incorporates the objectives of the national curriculum within a mastery approach. It breaks down all areas of maths into small steps to ensure that all children make good progress.
Impact
Teachers continuously apply assessment for learning. If a pupil fails to grasp a concept or procedure, this is identified quickly through our live marking policy, and early intervention ensures the pupil is ready to move forward with the whole class in the next lesson. Assessment is also ongoing via the use of children data (termly), book monitoring, observations, moderation, informal chats to pupils, walk-throughs and displays (ongoing).
This ensures standards are being met at the end of EYFS, KS1 and KS2 in relation to the mathematics Early Learning Goal and the mathematics National Curriculum programme of study. All forms of intervention enable a greater proportion of children to be on track to meet year group expectations or in the case of those working significantly below expectations to make better than expected progress.
The Multiplication Tables Check (MTC) is taken by children at the end of Year 4 (Summer term). The Early Learning Criteria and IEPs are used to support progression of SEND children to identify where children are developmentally, regarding maths, and at times, we need to plan additional materials to meet individual needs.
