Intent: We positively encourage all of our children to believe they are all mathematicians. We promote the White Rose theory that Everyone can do maths as this gives each pupil a chance to BELIEVE in themselves as mathematicians. It is our intention that all of our children have 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 increasingly sophisticated problems. The children should also have the opportunity to use their mathematical skills in other areas of the curriculum.
Implementation: Maths is taught by using the White Rose Small Steps Planning. Planning includes a daily fluency session which goes over previous learning and then the standard maths lesson which follows the White Rose Scheme. Maths vocabulary from each unit of work is displayed and maths stem sentences are used to aid children with their reasoning and problem solving. Each class has access to high-quality maths resources so that the children can physically manipulate numbers.
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 in the form of our chilli challenges. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
Impact: The children are assessed after each unit of work using the white rose assessments. This allows us to build on areas that the children have found difficult through daily flashback sessions. The children’s work is regularly marked and fed back on which also feeds into our daily assessments. In addition to this, teacher assessment is validated through termly summative assessments, using PUMA reading papers from Year 1 – 6. We analyse these results so we can address any whole year/ whole school development areas.