Old Priory Junior Academy

Old Priory Junior Academy

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Maths

Intent

At Plympton St Mary Infants and Old Priory Junior Academy (St. Mary’s Priory Schools),  we believe mathematics is an important part of children’s development throughout school, right from an early age. Mathematics is integral to many aspects of life, we intend for children to develop a positive and enthusiastic attitude towards mathematics that will continue into the next stage of their education.  We intend on delivering a curriculum which:
 

  • Allows children to be a part of creative and engaging lessons that give them a range of opportunities to explore  mathematics following a mastery curriculum approach.
  • Gives each pupil a chance to believe in themselves as mathematicians and develop the power of resilience and perseverance when faced with mathematical challenges.
  • Recognises that mathematics underpins much of our daily lives and therefore is of paramount importance in order that
  • children aspire and become successful in the next stages of their learning.
  • Engages all children and entitles them to the same quality of teaching and learning opportunities, striving to achieve their potential, as they belong to our school community.
  • Makes rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
  • Provides equal opportunities for children to apply their mathematical knowledge to other subjects (cross-curricular links).
  • Is in line with the expectations in the National Curriculum 2014.

 

Implementation

We use the National Curriculum (2014) as the basis of our mathematics programme supported by the White Rose scheme of work to aid teachers in resourcing, planning and sequencing. We are committed to ensuring that all pupils achieve mastery in the key concepts of mathematics, appropriate for their age group, so that they make genuine progress.
 

  • The calculation policy is used within school to ensure a consistent approach to teaching the four operations over time.
  • At the start of each new topic, key vocabulary is introduced and revisited regularly to develop language acquisition, embedding as the topic progresses.
  • All lessons begin with a flashback of learning to support retrieval practice and develop long-term memory.
  • Children are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts. The mastery approach incorporates using objects, pictures, words and numbers to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding at all levels.
  • Children work on the objective at whatever entrance stage they are assessed as being at.
  • Children can acquire the skill, apply the skill or deepen the skill within the lesson.
  • Children move through the different stages of their learning at their own pace.
  • Children who have shown their understanding at a deep level within the unit, will have opportunities to apply these skills in a greater depth activity. This should be challenging and ensure that children are using more than just one skill to be able to answer the mathematical problems. Reasoning and problem solving are integral to the activities children are given to develop their mathematical thinking.
  • Resources (concrete, pictorial or abstract) are readily available to assist demonstration of securing a conceptual understanding of the different skills appropriate for each year group.
  • Children are encouraged to explore, apply and evaluate their mathematical approach during investigations to develop a deeper understanding when solving different problems / puzzles.
  • A love of maths is encouraged throughout school via links with others subjects, applying an ever growing range of skills
  • Resources (concrete, pictorial or abstract) are readily available to assist demonstration of securing a conceptual with growing independence
  • Children with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support. For those children who are working outside of the year group curriculum, individual learning activities are provided to ensure their progress.

 

 

Impact: 

  • Children demonstrate a quick recall of facts and procedures, including times table facts.
  • Children show confidence in believing that they will achieve.
  • The flexibility and fluidity to move between different contexts and representations of maths.
  • The chance to develop the ability to recognise relationships and make connections in maths lessons.
  • Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.
  • Children show a high level of pride in the presentation and understanding of the work.

 

Role of the subject Leader
The subject Leader is responsible for improving the standards of teaching and learning in Maths through:

 

  • Ensuring teachers understand the requirements of the National Curriculum and helps them to plan lessons.
  • Prepares, organises and leads CPD and joint professional development.
  •  Works with the SENDCO and Inclusion Lead.
  • Observes colleagues from time to time with a view to identifying the support they need. Attends CPD.
  • Discusses regularly with the Headteacher and the mathematics governor the progress of implementing National Curriculum for Mathematics in school.
  • Monitors and evaluates mathematics provision in the school by conducting regular work scrutiny, learning walks and assessment data analysis.
     

Revised December 2020
 

 

School Motto

Love In All We Do

Mission Statement

Collaboration, Individuality, Resilience, Ambition, Respect, Honesty

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