Maths curriculum intent, implementation and impact statement
A high quality maths education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject - Primary National Curriculum, 2014
At John Burns Primary School, our intent is to:
- Provide a high-quality, broad and balanced Maths Curriculum.
- Build the children’s confidence and resilience, ensuring that they are fluent and have conceptual understanding of key mathematical concepts.
- Ensure children are able to reason and problem solve in a range of mathematical contexts within maths lessons and in other areas of the curriculum.
- Ensure children have a positive view of mathematics and understand the power and purpose of mathematics in everyday life.
At John Burns Primary School:
- The Maths Policy and Calculations Policy outlines the maths yearly overview and programmes of study for each department (KS1, Lower KS2 and Upper KS2) and year group (Year 1 – Year 6).
- Early Years plan their coverage using the Birth to Five document.
- Leaders and teachers use the DfE/NCETM Ready to Progress materials to inform their planning and differentiation, as well as a range of publications and resources (Power Maths/White Rose Maths).
- Teachers follow a lesson format focusing on key vocabulary, partner work, independent task time and challenges, ensuring there is consistency in maths lessons across the school
- Evidence of work is recorded in pupils blue maths book (KS1 and KS2).
- Maths Task Strips are used by pupils during the independent stage of each maths lessons.
- Maths Task Strips consist of 3 separate tasks: Task 1 is procedural; Task 2 in fluency based; and Task 3 is reasoning based.
- Effective CPD and standardisation opportunities are available to staff to ensure high levels of confidence and knowledge are maintained.
- Children are taught through clear modelling and have the opportunity to develop their knowledge and understand of mathematical concepts.
- The CPA approach (using concrete resources, pictorial representations and abstract representations) is used to support the teaching and learning of the 4 written calculation methods.
- Teachers use highly effective assessment for learning in each lesson to ensure misconceptions are highlighted and addressed.
- Differentiation ensures that all pupils can access the Maths curriculum.
- Children are given clear success criteria in order to achieve the learning intention with differing elements of independence.
- Pupils are regularly given the opportunity for self or peer assessment, which will then be used to inform planning, preparation, differentiation and address misconceptions within that lesson, or for the next lesson.
- Assessment is informed by end of unit assessments, independent work in books, observations during lessons, verbal feedback, pupil voice and work scrutiny.
- Summative judgements (Working Towards/Working At/Working Above age-related Expectations) are recorded in end of year reports for all KS1 and KS2 pupils (EYFS profile assessment – ELG Number and Numerical Patterns).
- Cross-curricular links are planned for, with other subjects such as Science, Design and Technology and Computing.
At John Burns Primary School, our pupils will have:
- Become fluent, competent and efficient mathematicians.
- The ability to recall facts and procedures, including the recollection of times tables.
- The ability to recognise relationships and make connections in maths.
- The ability to clearly explain their reasoning and justify their thought processes.
- The flexibility to move between different contexts and representations of maths.
- High aspirations, which will see hem through to further study, work and a successful adult life.