Intent

At Trumps Green Infant School our aim is to ensure that all children have the best grounding in mathematics. We aim to provide a relevant, challenging and enjoyable mathematics curriculum for all children. Children develop the use of mathematical language through speaking and listening, including reasoning and explanations. Mathematics will enable all children to understand the value of mathematics in everyday situations.

Our intention is to provide children with a high-quality, broad and challenging Mathematics curriculum. The exciting learning journey will allow for all children to become fluent in the fundamentals of maths, developing their conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. Children will be able to reason mathematically by justifying, making links to known facts, or providing proof using mathematical language. Understanding of concepts will be challenged through solving problems by applying their mathematic knowledge. Links within other subjects will be highlighted and skills and mathematical knowledge will be applied. We will equip children with the foundations of mathematics that are essential to everyday life.

Implementation

• In the Foundation Stage, our young mathematicians will be provided with many exciting opportunities. Through the planned purposeful play of continuous provision, there is a mix of adult-led and child-initiated activities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces and measure.
• Throughout Key Stage 1, we follow the White Rose Maths to teach a broad and challenging curriculum. We  provide opportunities for children to develop confidence and fluency with whole numbers, counting and place value. The use of practical equipment will support the children to gain a deeper conceptual understanding before being challenged through tasks and questions to explain their reasoning and solve a range of problems. The children are equipped with the skills to recognise shapes/their properties and measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
• Fluency and accuracy of key skills are developed and we provide an opportunity to revisit and review misconceptions and deepen previously taught content. The delivery/design of our curriculum is planned to ensure a seamless transition between year groups/key stages.

Impact

A variety of methods are used to find out what the children know and understand. Lesson activities are differentiated to suit the different abilities and learning styles. Mathematics lessons allow for collaborative learning and thus encourage children to talk in pairs, small groups or through class discussion, to share learning. For those children who grasp concepts rapidly, they will be challenged through a range of problems, whilst those not sufficiently fluent will be provided with opportunities to consolidate their understanding through additional practice and first response intervention. Children’s understanding of taught concepts will be assessed formatively as well as using end of block assessment tasks which provide opportunities for children to demonstrate their understanding fully. Evidence of the children’s learning journey through each Mathematics topic will be recorded in Maths books and working walls.

As each unit of work is covered, we consider the related intended learning, recognise children who are working at or beyond the expected level for Key Stage 1, as well as identifying the children who need and who will therefore receive support. Children in the Foundation Stage will be assessed against the Early Years Learning Goal. Children in Year 2 will be assessed against the End of Year 2 Teacher Assessment Framework.

Mathematics monitoring includes work scrutinies, lesson observations, learning walks, pupil voice interviews/questionnaires to ascertain correct curriculum coverage, the quality of teaching and learning as well as the children’s attitudes to and retention of maths learning. Internal moderations are carried out at least 3 times a year. External moderations are carried out once a year with learning partnership schools.  The analysis of this is used to identify areas of development and any children who are not making expected progress.  This information is then used to inform further curriculum developments and provision is adapted accordingly.