Bredgar Church of England Primary School

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Maths

Approach to Mathematics

Intent:

The intention behind our Mathematics curriculum at Bredgar is to cultivate a deep-rooted understanding and appreciation of mathematics, growing a love for the subject while ensuring that all pupils develop the skills and knowledge necessary to thrive in an increasingly numerate society. Our aims are:

  1. To Provide a Solid Foundation: We endeavour to equip our pupils with a sturdy base in fundamental mathematical concepts, focusing on number, the four operations, shape and space, measurement, and statistics. We believe that a strong foundation in these areas will support future learning and application.
  2. To Develop Problem-Solving Skills: By engaging students in mathematical problem-solving, we aim to encourage critical thinking and reasoning. Our curriculum design prioritises real-world applications of mathematics, enabling pupils to see the relevance and utility of their learning.
  3. To Promote Mathematical Fluency: We thrive to ensure that every pupil becomes fluent in the fundamentals of mathematics through varied and frequent practice, fostering confidence in their ability to apply their skills in different contexts.
  4. To Support Inclusivity: We are committed to tailoring our teaching approaches to meet the diverse needs of our learners, including those with special educational needs and disabilities (S.E.N.D.), ensuring that every child has access to a high-quality mathematics education.

Implementation:

The implementation of our Mathematics curriculum is strategically designed to ensure coherence and progression across all year groups. We have chosen to follow the White Rose teaching for mastery scheme as it encompasses all the key features needed for a high-quality maths curriculum. Key features include:

  1. Curriculum Structure: We utilise the National Curriculum as a foundational framework, complementing it with the White Rose planning sequence of learning, that builds on prior knowledge and skills. Each unit is planned, and adapted, if necessary, to ensure a balance between conceptual understanding, procedural fluency, and application.
  2. Engaging Teaching Methods: We employ a variety of teaching methods to cater to different learning styles, including:
    • Active Learning: Incorporating hands-on activities, manipulatives, and interactive resources to make maths accessible and engaging.
    • Collaborative Learning: Encouraging peer discussions and group work to promote oracy and discussion about mathematical reasoning and problem resolution.
    • Direct Instruction: Delivering focused mini-lessons that target specific mathematical skills, followed by guided practice.
  3. Assessment for Learning: Continuous assessment strategies are integrated into the daily learning environment, allowing teachers to monitor pupil progress closely. We utilise formative assessments, such as observations, end of unit tests and more formal seasonal tests, to inform our teaching and provide tailored support.
  4. Professional Development: Staff work together, share expertise and knowledge, to ensure they are up-to-date on the latest pedagogical practices in mathematics, ensuring they are well-equipped with the necessary skills and knowledge to deliver an outstanding curriculum. The role of the subject leader is to seek excellence in the teaching and learning of the subject by effecting high-quality development themselves, and facilitating for all teaching staff. Regular and meaningful monitoring of teaching is a key part of this process, with effective, actionable and specific feedback made.
  5. Parental Engagement: We actively engage with parents and caregivers, providing resources and guidance that empower them to support their children's mathematical development at home. For example, staff in EYFS annually run a parent workshop on foundation Maths and homework regularly contains guidance for parents and children to follow at home.

Impact:

The impact of our Maths curriculum is evidenced by:

  1. Pupil Outcomes: High levels of pupil attainment and progress data demonstrate success.
  2. Positive Attitudes: Pupil feedback shows confidence and enjoyment in mathematics. Regular assessment of this is undertaken by the Maths Subject leadership.
  3. Cohesion Between Year Groups: As a small school, Bredgar demonstrates a smooth transition in children’s progression through the year groups and classes.

In summary, our intent, implementation, and impact statements reflect an effective approach to delivering mathematics education in our primary school. Through a commitment to inclusivity, engagement, and continuous improvement, we ensure that every child is equipped with the skills and confidence needed to succeed in mathematics.

 

 

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