Mathematics curriculum statement
At Badsworth C of E Junior and Infant School we strive for all pupils to understand the importance of maths and encourage them to achieve to the best of their ability. We aim to provide fluency in fundamental maths skills, an understanding of how to reason about maths and the confidence to solve problems by applying skills in a variety of contexts. Our ambitious curriculum progresses from EYFS to Year 6 by following the White Rose Maths scheme, building on previous knowledge and skills by using the small steps to guide teaching and scaffold learning. This is supplemented by drawing on NCETM, NRich and other mastery maths materials to complement the main scheme of learning.
Throughout all areas of maths, the CPA approach is followed whereby children begin using concrete resources to understand a new concept. They then move onto using pictorial representations to develop their understanding and finally work in the abstract showing a deep and clear understanding of the concept. We encourage children to feel confident moving back and forth through the CPA stages as they feel necessary to each small step being taught. Throughout there is a clear focus on accurate vocabulary being used and ensuring the children understand various key words for each area of maths. By using these small steps, we strive to develop resilience by ensuring children do not get left behind in their learning but rather build their maths confidence to progress at their own level.
By using the White Rose Maths scheme, we ensure that the children have full coverage of the maths curriculum. This is underpinned by our calculation policy where each concept is broken down into the CPA approach with examples of how it should be taught. In addition to this, staff have access to regular CPD either led by the subject leader or our local maths hub. This ensures all staff have a clear understanding of maths and how it should be taught. Staff are then able to use modelling to ensure children have a clear understanding of key concepts. When digging deeper, children are encouraged to reason about these concepts, often prompted with stem sentences that help them to gain confidence in structuring their answers.
During maths lessons, pupils are given open-ended tasks to allow time for exploring and investigating new mathematical concepts. Assorted practical equipment is available in all classrooms for children to access to support their learning, and more specialist resources are available from a central bank of resources. One valuable set of resources that pupils have access to in school and at home are the online platforms Times Table Rock Stars and Numbots. Numbots allows children to practise their fundamental maths skills such as subitising and number bonds. This is mainly used in KS1 but is also a useful resource for juniors who still need the practise. Times Table Rock Stars supports children in learning their multiplication and division facts up to 12x12 with a focus on speed and accuracy. Each half term we have competitions to raise the profile of maths and the importance of times tables; these are sometimes between classes or can be whole school. We also take part in other whole school events such as NSPCC Number Day where children work in mixed age teams to solve maths-related problems.
In lessons, live marking is ongoing so that children have instant feedback about their progress in any given area. All pupils have a clear understanding of this marking policy and understand when their work is correct or needs checking. Children are also challenged when they are given a ‘Now try’ which encourages deeper thinking or has them apply the new skills they have learned in a different context.
Overall, there is a positive maths culture at Badsworth C of E Junior and Infant School. Evidence of pupil’s knowledge and skills can be seen as the children progress through school in their books and Google Classroom portfolios. Children build on their learning as they progress through school, moving fluidly and flexibly across the CPA approach as appropriate to the context being taught. They feel confident to access concrete resources within lessons to support their own learning and become more independent too. They use key vocabulary to answer maths questions and utilise this when they describe solutions to reasoning and problem-solving questions with increasing confidence and accuracy.
As we value pupil voice at our school, children regularly get the opportunity to comment on their learning in maths and this helps us to improve our practice and ensure that all children progress at their own level.
Unfortunately not the ones with chocolate chips.
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