Maths
Through our implementation of the 2014 National Curriculum for Mathematics we ensure that our children:
- Become fluent in the fundamentals of Mathematics
- Are able to reason mathematically
- Can solve problems by applying their Mathematics
At Ditton Primary School, these skills are embedded within Mathematics lessons and developed consistently over time. We do this by ensuring that children secure their fluency skills, before moving on to more complex mathematics. We clarify that children have the confidence to tackle a variety of problems either independently or in collaboration with their peers. We build in regular opportunities for our children to reflect and evaluate on the skills that they have used in order for them to take ownership and pride in their work.
We are committed to ensuring that children are able to recognise the importance of Mathematics in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. Children enjoy Mathematics and experience success in the subject, with the ability to reason mathematically. We aim to ignite children’s curiosity about the subject, as well as an appreciation of the purpose and power of Mathematics.
Implementation
Teachers use Medium-Term Planning and exemplification from First4Maths to plan their units of work. These are adapted and used by teachers to meet the needs of their children. Teachers are also using the Assessment Tag documents to track children’s learning in various areas of maths to ensure learning is delivered at a suitable pace so children master concepts before moving on.
Teachers use the NCETM Assessment materials and the DfE/NCETM Ready to Progress materials to drive their short-term planning and integrate a range of resources to supplement.
There is a calculation policy that has been shared with all teachers and the implementation of this is monitored by the Subject Leader. Teachers ensure that fluency is developed thoroughly during lessons through the “Strive for Five” model, before moving on to varied questioning. Fluency is then revisited during retrieval time.
Reasoning is developed through all stages of teaching. Children are encouraged to reason about the structures of mathematics as they are working through their activities. This includes reasoning about the strategies that they are using during the teaching and learning of fluency and the methods of calculation. This is then consolidated with a selection of mastery level reasoning activities. Children who are ready to reason at a deeper level are given the opportunity to generalise about the mathematics involved in the topic they are working on.