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 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, children are expected to be exposed to these types of questions which teachers plan and cater for within inputs and plenaries.

A typical maths lesson would begin with a fluency element with children progressing onto reasoning and problem solving activities. At the end of a block of lessons, children complete an assessment reviewing their fundamental understanding of concepts. Once a term, children are assessed on both their arithmetic and reasoning and problem solving skills.

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 YR, Y1 & Y2 complete 4 Mastering Number sessions a week and children in Y3-Y6 complete daily fluent in 5 sessions. 

Impact