Mathematics

Intent

Our mathematics curriculum provides children with the ability to reason mathematically, an appreciation of the beauty and power of maths, and a sense of enjoyment and curiosity. Children are taught to understand maths, not to just follow a procedure. We use the mastery approach to teaching mathematics which involves whole-class instruction, ensuring that every child develops a deep understanding of maths. Children learn key maths facts like times tables and addition facts by heart to allow them to learn and apply new concepts easily; these skills are identified in the whole-school overview.

In the nursery, much of our mathematics teaching is based around memorising counting rhymes and songs, opportunities are then exploited to consolidate this early understanding of numbers.

In reception, the focus of mathematics teaching is based upon mastering numbers; in addition, we have planned times to teach other aspects of mathematics such as shape, time, and money through the White Rose.

In key stage one and two, we follow the White Rose Maths programme. Children are given time to explore and experiment in lessons, using mathematical vocabulary. Throughout the lessons, children are encouraged to activate knowledge, build new knowledge, and use their knowledge by explaining processes, demonstrating solutions, and are taking risks.

Our maths curriculum is underpinned by five big ideas:

·Coherence

·Representation and Structure (CPA approach)

·Variation

·Fluency

·Mathematical thinking

Arithmetic

In Key Stage One and Key Stage Two, all classes have a weekly arithmetic lesson for 30-60 minutes, this is in addition to the five daily mathematics sessions. This lesson is part of fluency and retrieval practice.

Basic & Multiplication facts

Times tables and number bonds are the building blocks of maths. The ability to fully understand multiplication and have fluency and instant recall will boost a child's confidence in the subject. We have a daily session in key stages one and two where children practise these facts. To do this, we use Times Table Rockstars and Numbots.

Daily Retrieval

In years 1 – 6 all children have daily practice work; this is usually at the start of every mathematics lesson and lasts between 10-15 minutes. This work ensures every child commits to memory and has a fluent and automatic knowledge of important mathematical facts. Over time, this should reduce extraneous cognitive load. This retrieval work is based on the shape of the week and the fact of the week.

Child Protection and Safeguarding

Schools must have rigorous policies and procedures in place to safeguard children. Our school has several members of staff who have undertaken specialist training. Each School has a Designated Safeguarding Lead.


The law places a duty on the Headteacher and their staff to report any obvious signs or suspected cases of child abuse – which include non-accidental injury, neglect, emotional abuse and/or sexual abuse. The procedures are intended to protect children and all schools are expected to take the attitude that where there are grounds for concern it is better to be safe than sorry. This means that the school risks upsetting some parents by reporting a case that proves unfounded on investigation. In such circumstances, it is hoped that families would accept that the school acted in what were believed to be the child’s best interests.


In line with government requirements, the school maintains a central list of checks on appointed staff and adults who work in or visit the school.