MAB’S CROSS PRIMARY SCHOOL

MATHS CURRICULUM 

INTENT

At Mab’s Cross we believe mathematics is essential to everyday life and understanding our world.  We recognise the importance of our children becoming fluent in maths, being able to reason mathematically and solve problems by applying their maths.  It is also critical to science, technology and engineering.  In an ever-changing world, and in an area where technology, engineering and industry are strong, we want our children to be prepared and equipped for the 21^st century and its demands for mathematical skills. 

Our curriculum drivers of independent learning and aspiration thread throughout our maths curriculum.  Our intention is to promote maths skills and make links with other STEM subjects through our cross-curricular projects, in particular science, where we build in the data handling and statistics elements of the maths curriculum.

We also want our children to get an appreciation of the beauty and power of maths and a sense of enjoyment and curiosity about the subject.  To do this, our intent is to develop a solid number sense which has a lasting impact on children’s futures, enabling them to succeed in life.

The curriculum is organised by teaching maths through a mastery approach.  We follow a cumulative age-related curriculum for depth, using the NCETM Mastering Number programme, NCETM curriculum prioritisation maps and Oak National Academy curriculum resources.

Our maths curriculum provides coherent sequencing by mapping years one to six into units such as number and place value, number facts, addition and subtraction, multiplication and division, plus others. The curriculum links to the DfE Primary Mathematics guidance and associated pedagogy and professional development in the NCETM Primary Mastery PD materials.

It is clear through our progression documents the end points for each year group and the key stage.  In EYFS, there are six areas of learning (Cardinality & counting, Comparison, Composition, Pattern, Shape & Space and Measures). These collectively provide a platform for everything children will encounter as they progress through their maths learning. At the end of EYFS, we expect a child to have a good sense of number within ten and be given opportunities to learn about number calculations, shape and space, position and pattern and measurement.  Children are also given real-life opportunities to learn money and time.  In Key Stage One, we want the children to develop their mental fluency within one hundred and apply this to place value, counting, spelling and reading words, four operations and number bonds.  They should be able to draw and describe shape, measure and compare.  At the end of Key Stage, there is extension of fluency in the number system and place value.  Children should use efficient written and mental methods, making connections with fractions, decimals and percentages, ratios, measures and algebra. They should also develop an increasing knowledge of shape and geometrical properties.

All children will follow the same topics in maths in-line with the class. However, we remove gaps and barriers to learning using carefully sequenced lessons for children with SEND, looking back at previous steps in the learning journey, within the same topic. This is carefully sequenced in the progression documents we use.

IMPLEMENTATION

Teachers have good knowledge of mathematics, and the mastery approach they teach.  All teachers have attended mastery training for their year group, including CPD in the CPA approach to support our calculation policy.  Some members of staff have taken part in year-long mastery programmes which have been supported by specialists from the North West Maths Hubs.  Our teaching assistants have all had several days' training on the CPA approach with several of our HLTAs attending the Subject Knowledge for Teaching Mathematics- Teaching assistants’ course.  Currently, we are taking part in the EYFS / Key Stage 1 and Key Stage 2 Mastering Number programmes, focusing on fluency and developing number sense.

We choose to follow the NCETM Mastering Number programme in EYFS in conjunction with the Number blocks episodes because it ensures children develop firm foundations in a way that is engaging and is age appropriate. The materials are based on international research.  

In KS 1 and 2, we are currently using the NCETM curriculum prioritisation. This provides coherent sequencing for the primary maths curriculum. It draws together the DfE guidance on curriculum prioritisation, with the high-quality professional development and classroom resources provided by the NCETM Primary Mastery PD materials.

For each of Years 1-6, there is a mapping of the year's curriculum into around a dozen units. Each unit has a downloadable PowerPoint, with sequenced classroom slides, carrying comprehensive links to pages in the DfE Primary Mathematics Guidance, and to associated pedagogy and professional development in the NCETM Primary Mastery PD materials. Within each year group, there's also a set of assessment questions, arranged by ready-to-progress criteria.

Within the NCETM curriculum, prioritisation, concrete and pictorial representations of maths are chosen carefully to help build procedural and conceptual knowledge together.  We believe it is vitally important that a variety of representations and concrete resources are available for children to use alongside the abstract approach.

In our timetable we make time for planned continuous practise through daily flashbacks of previous learning. In addition, arithmetic sessions are taught three times a week in years three and six with an emphasis on efficiency through different strategies. In KS1 and years four and five, the Mastering Number Programme is used.

We ensure that fluency is a prerequisite to reasoning and problem-solving.  Children that grasp concepts rapidly are challenged through reasoning and problem-solving before any acceleration through new content.

Through this emphasis on fluency and giving children at all levels opportunity for reasoning and problem-solving, this allows them to commit key knowledge and procedures to their long-term memory.

Key vocabulary is carefully chosen within the NCETM Curriculum Prioritisation to support and prepare children well for current and future learning in mathematics.

Children are continually assessed through different questioning styles, which enables real-time interventions, in addition to enabling flexible grouping to be used to ensure all children make good progress. Moreover, bespoke year group summative assessments are used termly to help teachers with their judgements of pupil progress.

In EYFS, we continually assess children’s understanding through observations and interactions to ensure that focused tasks and activities are placed as challenges in areas of provision for children to access independently.

We develop and improve provision in maths by carefully monitoring and evaluating the subject to ensure the curriculum aims are implemented consistently across the school.  The subject leaders plan for an in-depth scrutiny of planning, children’s work and drop-ins and observations.  Areas for development are identified for individuals or groups of staff, and they are then supported with planning and teaching by the subject leader, or by observing good practice across school.  Support and development is also provided through the maths hub working groups and specialists in other schools, in addition to engagement in an online community.

IMPACT

The impact of using NCETM prioritisation curriculum and the Mastering Number programmes on pupils has been significant in several ways.

Learning has become more purposeful: by prioritising key areas of the curriculum, pupils are spending more time mastering essential concepts such as number fluency and problem-solving.

Understanding has improved: by concentrating on fewer topics, allowing for deeper exploration, ensuring that pupils are developing a solid understanding of foundational mathematical ideas.

Inclusivity has improved: by providing scaffolding and support to ensure all pupils, including those with gaps in prior learning, are progressing.

There has been improved confidence: through focusing on achievable, well-sequenced steps, building pupils' confidence in their mathematical abilities. In addition, the streamlined content reduces the risk of pupils feeling overwhelmed by the breadth of the curriculum.

Development of fluency and problem-solving skills are improving by prioritising time for practice and application helps pupils develop fluency in calculations and methods.

Preparedness for future learning is improving through pupils being better prepared to tackle more advanced mathematical concepts in subsequent years. This is due to the curriculum aligning with long-term goals, ensuring smooth progression through the key stages of mathematical development.

Teachers' subject knowledge has improved via the clear guidance that the NCETM curriculum provides through the professional development materials.

Equity in Learning is improving because of a consistent approach to mathematics education across school helping to reduce disparities in pupil achievement.

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