Intent 

Stratton Primary School aims to deliver an inclusive mathematical curriculum in line with the requirements of the 2021 Early Years Foundation Stage Framework and the 2014 National Curriculum for Mathematics. We aspire to embed a ‘can do’ resilient attitude where children perceive themselves as mathematicians. At Stratton Primary School, we strive to broaden children’s knowledge and understanding of how mathematics is used in the wider world to ensure they all have equal opportunities to achieve economic well-being in the future. 

Implementation 

Across the school, we follow a mastery approach where children become competent and resilient mathematicians. Mastery is a combination of the following three areas:

• Fluency – to develop the fundamentals in mathematics (number facts, times tables, etc) to apply these regularly at speed in a variety of situations through frequent practice.
• Reasoning – the ability to explain and justify their approach to solving a range of problems, using mathematic language appropriately to prove their understanding.
• Problem Solving – to apply both their fluency knowledge and understanding of mathematical vocabulary to solve increasingly more complex problems. This may require them to break a problem down into smaller steps and persevere until they reach a solution.

Teachers plan collaboratively for consistency and inclusivity between parallel classes using small steps guidance from White Rose Maths. In lessons, children deepen their understanding of concepts through reasoning and problem solving activities. Some children will spend longer cementing their fluency and may not always reach reasoning and problem solving activities. However, all children are expected to be exposed to these types of questions which teachers plan and cater for within inputs and plenaries.

Maths lessons begin with a retrieval Flashback 4 activity which quickly recaps previous coverage of learning with a question from yesterday, last week, last month and last year. Children are then introduced to the new concept and develop this fundamental skill through a fluency element with children progressing onto reasoning and problem solving activities to deepen their understanding. At the end of a block of lessons, children are assessed to identify if they have secured the particular unit being covered from their overall application of their learning. Additional consolidation lessons are planned in to revisit steps that teachers identify as needing securing from within the unit. Throughout the year, children in Years 3-6 complete 2 half termly arithmetic tests to track their progress. All children from Years 1-6 are assessed on both their arithmetic and reasoning and problem solving skills in the Spring and Summer term. 

To support children with their mathematics, children build upon the use of concrete, pictorial and abstract methods. Children will be expected to use manipulatives to secure their understanding of concepts and over the course of a block build up to using more formal methods. The methods developed in the calculation policy show clear progression between year groups which are mostly in line with the small step approach in White Rose. Some methods outlined in White Rose do not fit the School’s calculation policy and need to be adapted to fit with the School’s policy. 

Children have daily practice of arithmetic skills separate to their main maths lesson to embed fluency. Children in Year R, 1 & 2 complete 4 Mastering Number sessions a week and children in Year 3-6 complete daily fluent in 5 sessions. 

Impact 

Maths at home 

Has maths changed?

We understand that many parents feel like maths has changed and that it’s sometimes difficult to keep up to date with modern teaching methods.

The following link contains videos to help parents to understand the mathematical concepts and the ways in which they are taught across the school in line with the White Rose Scheme of work we follow:

https://whiteroseeducation.com/parent-pupil-resources/maths/maths-with-michael