Maths is the study of numbers, shapes and patterns and how they are related to each other and the real world.
The Early Years Foundation Stage Curriculum supports children’s understanding of maths by prioritising and developing a strong grounding in number as well as providing rich opportunities to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. This is delivered through a holistic curriculum which maximises opportunities for meaningful cross-curricular links and learning experiences as well as promoting the unique child by offering extended periods of play and sustained thinking following children’s interests and ideas. We value imagination and creativity, seeking to create a sense of enjoyment and fascination in learning through a vibrant continuous indoor and outdoor provision, alongside trips, visits and visitors.
At John Blow Primary School, our aim is for all children to:
• Become fluent in the fundamentals of mathematics.
• Recall and apply knowledge rapidly.
• Develop conceptual understanding.
• Reason and problem solve by applying mathematics to a variety of increasingly complex problems.
• Apply their mathematics in real life contexts.
• Be able to articulate, discuss and explain their thinking using appropriate mathematical vocabulary.
• Build upon their knowledge and understanding from foundation to year 6.
• Develop resilience that enables them to reason and problem solve with increased confidence.
Our whole curriculum is shaped by our school vision which aims to enable all children, regardless of background, ability, additional needs, to flourish to become the very best version of themselves they can possibly be. We teach the National Curriculum, supported by a clear objectives and knowledge progression. This ensures that objectives, skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children.
At John Blow, we:
• Reinforce an expectation that all children can achieve high standards in mathematics.
• Use a variety of resources: White Rose Maths; Target Your Maths; NCETM mastery questions; NCETM mastering number; timetables rockstars; I See Reasoning.
• Provide opportunities to practise and consolidate learning.
• Utilise aspects of a mastery approach to teaching (whole class teaching; vast majority of children progress through the curriculum at the same pace; using questions and resources to deepen learning).
• Use concrete and pictorial representations to support conceptual understanding.
• Use developmental marking to check understanding and deepen learning.
• Provide high quality CPD for staff.
• Use ICS marking to enable immediate targeted intervention to support children and ensure they make the required progress.
• Use summative assessment and formative to identify gaps; inform planning and determine further intervention.
By the time the children leave our school, they have developed the ability to:
• Recall key number bond facts and multiplication facts quickly and accurately.
• Use these key facts to calculate fluently using a range of written and mental methods (across the four operations, fractions and percentages) with increasing confidence and accuracy.
• Classify shapes with increasingly complex geometric properties and use precise mathematical vocabulary to describe position and direction.
• Interpret and represent data in a range of different formats.
• Use a range of mathematical equipment to measure length, volume and size.
• Apply these strategies to solve a wide range of problems, identifying the calculation(s) required.
We use White Rose Maths as our main scheme of learning across the school. In order to support and deepen the understanding of our learners, we supplement this scheme with a range of other schemes such as Target Your Maths; NCETM Mastery Questions and Gareth Metcalfe - I See Reasoning amongst others. Please contact the maths co-ordinator if you require any further information.