Maths Curriculum Intent Statement
Aims of the National Curriculum
The 2014 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
At Mylor Bridge School, we believe that all children should be the best they can be. Through the continuous focus of the four Rs (being Resilient Resourceful, Reflective and building Relationships), our intent is that we have a maths’ curriculum that is accessible by all children. Through lesson design, we intend to offer children opportunities to ‘master’ key mathematical skills and concepts through their experiences in the classroom. The National Centre for Excellence in the Teaching of Mathematics (NCETM) suggest that mastery of mathematics means, ‘acquiring a deep, long term understanding of the subject’. We encourage children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. Our intention is that children will build a curiosity for maths, a love for the subject and become lifelong learners.
To ensure whole school consistency and progression, the school uses the principles underpinned by the NCTEM and deliver a mastery approach using the five big ideas of a mastery curriculum: Fluency, variation, representation and structure, mathematical thinking and coherence. The school organises the maths in to blocks and follow the White Rose maths hub long-term planner. It is expected however, that teachers use their professional judgement as to when consolidation of existing skills is required and appropriate interventions are needed. Since the DFE released their prioritisation program, RTPs have also been mapped to ensure that the key ready to progress statements are being planned and taught with even greater emphasis. The focus, should remain on depth of understanding rather than moving up and accelerating through concepts. The school’s ongoing engagement with the DFE funded Maths Hubs programme continues to ensure that staff at all levels understand the pedagogy of the approach.
We formally assess at the end of each block using the White Rose end of block assessments. In addition, at the end of each term, we use the WR end of term assessments to assess at a distance. We have employed a teaching assistant solely for interventions, to support and enable the success of each child. Children are assessed formatively against the Ready To Progress statements and are tracked from year 1 to year 6. If children are working more than one year behind their year group, individualised programmes have been put in to place to develop number sense using the programme number stacks.
All teachers have access to resources from the White Rose Maths Hub, including their premium resources as a starting point. Teachers also use a range of other resources to help with their lesson design including: Classroom Secrets, maths shed, testbase, NCTEM and Times Table Rockstars. Teachers create their own questions and slides and some have purchased their own resources such as Third Space Learning.
The school strives to foster in our pupils: creativity, kindness, confidence, determination and self-awareness. By using the four Rs the children develop these attributes, in turn creating children who are fluent in the fundamentals of maths; children who can reason mathematically; and children who are independent problem solvers, but whom have an empathy to recognise the need and achievement in others. These factors ensure that we are able to maintain high standards, with achievement and progress at the end of KS2 above the national average; and a high proportion of children demonstrating greater depth.