MATHS - Ferndown First School

NATIONAL CURRICULUM INTENT

The national curriculum for mathematics aims to ensure that all pupils:

Become fluent in the fundamentals of mathematics, including 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
Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects. The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

Intent

When teaching mathematics at Ferndown First School, we intend to provide a curriculum which caters for the needs of all individuals and sets them up with the necessary skills and knowledge for them to become successful in not just in school but in their future working lives. We are embedding a mastery approach throughout school from EYFS, so that the teaching and learning is consistent and will support all pupils with their understanding and retention. Pupils are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings. A wide range of mathematical resources are used and pupils are taught to show their workings in a concrete, pictorial and abstract form wherever suitable. They are taught to explain their choice of methods and develop their mathematical reasoning skills. We encourage resilience and acceptance that struggle is often a necessary step in learning. Our curriculum allows children to better make sense of the world around them relating the pattern between mathematics and everyday life.

The teaching of problem-solving: We intend for all pupils to solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. The use of low floor high ceiling tasks is key.

The teaching of reasoning: We intend for all pupils to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. The expectation for children to explain in full sentences using the correct mathematical terminology is key.

A vocabulary-rich environment: We intend to create a vocabulary rich environment, where talk for maths is a key learning tool for all pupils. Pre-teaching key vocabulary is a driver for pupil understanding and develops the confidence of pupils to explain mathematically. The ongoing development of the use of stem sentences and an ‘I say, we say, you say’ approach throughout school will help to achieve these intentions.

The above is underpinned by the teaching of fluency: We intend for all pupils to become fluent in the fundamentals of mathematics, including 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. The introduction of additional daily fluency practice will help to achieve this.

In a nutshell, mathematics is the science that covers the logic of shape, quantity and arrangement. Mathematics is all around us, in everything we do.

Implementation

Teachers reinforce an expectation that all children are capable of achieving high standards in Mathematics. The large majority of children progress through the curriculum content at the same pace.
Differentiation is achieved by emphasising deep knowledge and through individual support and same day (wherever possible) intervention.
To ensure whole school consistency and progression, the school uses the DfE approved ‘Power Maths’ scheme which is fully aligned with the White Rose Maths scheme.
Using the provided plans, teachers consider any possible misconceptions that may arise during a lesson and consider how to overcome these.
New concepts are shared within the context of an initial problem, which children are able to discuss in partners. This initial problem-solving activity prompts discussion and reasoning, as well as promoting an awareness of maths in relatable real-life contexts that link to other areas of learning.
Children are encouraged to solve problems each day through the use of concrete resources, pictorial representations and abstract thinking (the C-P-A approach). This helps children tackle concepts in a tangible and more comfortable way.
Teachers use careful questions to draw out children’s discussions and their reasoning. The class teacher then leads children through strategies for solving the problem, including those already discussed.
We have ongoing developments of the use of stem sentences and an ‘I say, we say, you say’ approach throughout school
Children then progress to their independent work, where each question varies one small element to move children on in their thinking. Children complete intelligent practice independently, ending in a ‘Reflect’ section where children reveal the depth of their understanding before moving on to more complex related problems.
Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time.
Each lesson phase provides the means to achieve greater depth, with children who are quick to grasp new content being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within the lesson as appropriate.
The NCETM Mastering Number program develops children’s basic number sense and ensures that children gain automaticity in basic number facts (e.g. number bonds).
To further improve our maths offer to the children, we do extra arithmetic lessons called ‘Daily 4’. This aims to give children automaticity in written and mental arithmetic skills. The sessions recap and rehearse key skills to aid retention and support fluency.
The teaching of times tables is supported through a fun technology resource called TTRockstars.
Regular and ongoing formative assessment informs teaching, as well as intervention, to support and enable the success of each child
In order to support teacher judgments, children are assessed using standardised tests.

Impact

Children at Ferndown First School will become mathematicians who:

experience challenge and success in mathematics by developing a growth mindset.
are supported by teachers and support staff who fully understand and support the pedagogy.
are increasingly engaged in maths lessons and talk passionately about the subject, making links with other subjects and with the wider world.
tackle mathematical challenges with resilience, confidently using concrete resources and visual representations.
automatically recall basic number facts and become fluent in the fundamentals of mathematics.
have the ability to articulate, discuss and explain their thinking using appropriate mathematical vocabulary
make accelerated progress due to the way lessons are structured and the impact of immediate, tailored interventions.
have the flexibility and fluidity to move between different contexts and representations of mathematics. They recognise relationships and make connections in mathematics.