Our Mathematics Strategy
We positively encourage all of our children to believe they are all mathematicians. There is no such thing as a person who can’t do maths.
High-quality mathematics education at Newton provides a foundation for understanding the world, the ability to reason mathematically and a sense of enjoyment and curiosity about the subject.
The national curriculum for mathematics (September 2013) aims to ensure that all pupils: become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately, reason mathematically by following a line of enquiry and being able to prove their mathematical reasoning by using mathematical language to solve problems.
We do this by following the White Rose Planning and if the children are not working at the expected standard we look at the progression in maths document (October 2015) to see where we need to take children back to become secure in their learning. Planning should include a daily fluency session which goes over previous learning and then the standard maths lesson which follows the White Rose Scheme.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on. The children do not need to start at the same place, indeed different groups of children will start with different problems. The children should be encouraged to reason as often as possible using clear mathematical language, this can be modelled by stem sentences.
The children should also have regular opportunities to apply their mathematical knowledge to science and other subjects