Statement of Intent
Mathematics is a creative and highly inter-connected subject that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary in most forms of employment.
A high-quality mathematics education, therefore, provides a foundation for understanding the world, the ability to reason mathematically and a sense of enjoyment and curiosity about the subject.
At Wath Central, we aim to provide children with mathematical proficiency which involves confidence and competence with a range of disciplines. As a team, we offer children a curriculum that promotes a fluent understanding of the number system, an ability to solve problems and the skills required to mathematically reason.
Our lessons are engaging, challenging and supportive. The children leave our school with a skill set that will become an integral part of their success in the future.
To do this, Wath Central aims:
1. To plan small, achievable steps when delivering our curriculum. By spending longer on topics, working on small steps and presenting concepts in a concrete and pictorial way, children are able to explore maths in more depth.
2. To teach new concepts that are crucial to children’s futures, gain a secure understanding of the number system and retain skills that can be applied in a range of contexts.
3. To use visual representations, practical resources, varied fluency and the discussion of mathematical reasoning and problem solving in order to develop confident mathematicians.
4. To revisit key skills on a regular basis to ensure learning is embedded.
5. To incorporate challenging and engaging fluency, reasoning and problem-solving activities into lessons on a daily basis.
6. To support children in their ability to explain, investigate and question the maths they are learning
At Wath Central, we use the Whiterose Planning Tool to flexibly to plan maths across EYFS, KS1 and KS2 to ensure consistency. The long-term overviews are used to ensure progression and coverage. Teachers adapt the length of each unit depending on assessments and the children’s needs. Within each of these units, teachers use the small step planning to structure the learning journey and assess key skills and procedures.
Reasoning and problem-solving skills are incorporated in to lessons on a daily basis. All children are exposed to questions that require a range of discussion skills. Number fluency is taught through the progression of key skills for each year group. Teachers adapt their teaching of counting, place value and calculation based on the needs and understanding of the children. Wath Central’s calculation policy works on a progression of concrete, pictorial and abstract representations.
Our Foundation stage uses an Early Years Progression document written by staff specifically for our children which is based on the EYFS 2020 Early Learning Goal statements. This is used alongside the Whiterose Planning Tool to deliver the curriculum and develop counting and understanding of the number system. Teachers break down the Early Learning Goals in to small, achievable steps that can be explored in depth. The following link and document explain what parents can expect from our foundation stage and gives more detail about the curriculum.
Implementation - Mathematics at Wath Central
Calculation Policy - This policy demonstrates how children are taught the four operations using concrete, visual and abstract representations.
Key Skills - This document shows the key mathematical skills that children are taught in Maths Meetings. These are the skills children are expected to recall mentally and with jottings.
What To Expect Document - This document demonstrates the expectation of Mathematics in Foundation Stage (Nursery and Reception)
These documents from the NCETM show the progression of skills from year 1 to year 6. The grids will show you what the children are taught in each year group for Place Value, Addition and Subtraction and Multiplication and Division.
Reasoning Progression Maps
These grids demonstrate how teachers at Wath Central challenge children to apply the skills they have learnt in a variety of different contexts. Children are explicitly taught how to mathematically reason and are given regular opportunities to apply their reasoning and problem solving skills.
We believe that learning is most purposeful when it is active and enjoyable. We aim to make lessons exciting in Mathematics by using activities where the children explore and develop their own curiosity.
This might include creating shape pictures, completing Maths trails or collecting and presenting their own data.