MATHS

“Mathematics is not about numbers, equations, computations or algorithms: it is about understanding"

Subject Coordinator: Mrs Claire Norton

Primary Teaching for Mastery External Link:

North Mids Maths Hub - Jason Darley

Vision and INtent

At Cheadle Primary School, maths is viewed as an essential tool in understanding the world around us. In pursuit of this vision, our maths curriculum is built on the foundation of a strong understanding of logical reasoning, problem solving skills and the ability to think in divergent and abstract ways.

Children develop a strong sense of well-being when they solve a problem accurately for the first time, discover a more efficient solution or suddenly recognise hidden connections. Through the progressive and dynamic curriculum, our aim is to provide children with the skills necessary for developing resilience, not simply for academic pursuits but for navigating everyday life situations.

Strong cross-curricular links ensure pupils are encouraged to identify and recognise its fundamental place in art, music and nature. A strategic, creative and practical approach to teaching maths supports children in discovering that maths is the building block for everything in our daily lives, including mobile devices, architecture (ancient and modern), art, money, engineering, and even sports.

We have developed this program of study as a result of the changes to the curriculum, recognising maths as a mastery subject. We are determined that every child leaving this school is fully equipped with the knowledge that will enable them to live and further their academic career with confidence and a desire to explore mathematics with an open mind.

Please click on the links to see our key stage visions:

KS1 maths vision KS2 maths vision Whole school maths vision

Maths Coordinator

I am Mrs Norton, the Mathematics Coordinator at Cheadle Primary School. My role is to ensure that the teaching and learning of mathematics across our school is relevant, engaging and enables all children to fulfil their potential. Most importantly though, I strive to ensure that each and every pupil has the opportunity to explore, manipulate and understand the many different facets of mathematics.

Teaching for Mastery in mathematics has been adopted by Cheadle Primary and is our curriculum is taught through the Concrete, Pictorial and Abstract methods. We take every opportunity to provide our children with activities that aim to develop their ability to problem solve and reason. We also recognise that enrichment and wider opportunities can facilitate, develop and extend learning beyond the classroom.

As Mathematics Coordinator, I have the confidence and knowledge to lead this subject but more than this, I have an enthusiasm for mathematics that I hope will engage the children and foster an enjoyment of maths that they can take with them into secondary education, and beyond.

Curriculum and implementation

Mathematics contributes to the school curriculum by developing the pupils’ ability to think independently, manipulate number to achieve understanding, express their ideas with confidence using precise mathematical language and to show resilience when undertaking problem-solving activities.

At Cheadle Primary School, we follow the White Rose Maths scheme which encourages discussion and collaboration so that the children support each other as they learn. Developing a positive mindset towards mathematics is vital as we want our children to feel confident and gain a strong sense of well-being when they solve a problem or master a method; we want all learners to feel successful. Ultimately, we want to give our pupils the skills they need to become competent mathematicians.

Across the curriculum, children at Cheadle Primary School are taught how to use and apply their mathematical skills. They are encouraged to identify and recognise the fundamental place that maths has in our everyday lives. Through working systematically, persevering to solve a problem, sharing their ideas with learning partners and using accurate, precise mathematical language, our pupils will show that they can apply their understanding and use their mathematical knowledge to be successful at mathematics.

Please click the link for our long term plan:

Maths Long Term plan

Core Knowledge and skills

Please click on the links below to see our subject progression documents for maths.

Maths Core Knowledge Progression document

KIRFS

Key Instant Recall Facts

To develop your child’s fluency and mental maths skills, we are introducing KIRFs throughout school. KIRFS are a way of helping your child to learn by heart, key facts and information which they need to have instant recall of.

To support the development of our pupils’ fluency, we use KIRFS throughout the school. They were introduced, across all year groups to help children forge stronger connections in mathematics.

KIRFS are a way of helping your child to learn (by heart) key facts and information which they need to be able to recall instantly. They have been designed to help children develop their mental maths skills and agility; they are particularly useful when calculating using addition, subtraction, multiplication and division. When children move onto written methods , knowing these key facts is extremely beneficial. Examples of KIRFs would be number facts such as number bonds and times tables that need constant practise and rehearsal. The process of repetition and overlearning through regular practise will enable the children to recall these facts quickly and accurately.

Each half term, children focus on a KIRF to practise and learn at home for the half term. There are links to KIRFs for each year group on our school website, under the maths section and are included on the Google Classroom learning platform. The KIRFs include practical ideas to assist your child in grasping the key facts and contain helpful suggestions of ways in which you could make this learning interesting and relevant. They are not designed to be a time-consuming task and can be practised anywhere – in the car, walking to school and so on. Regular practice - little and often – helps children to retain these facts and keep their skills sharp.

Over their time at Cheadle Primary School, we believe that children will be more confident with number work, understand its relevance, and be able to access the curriculum much more easily. Through the instant recall of mathematical facts, they will be able to apply what they have learnt to a wide range of problems.

Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

assessment

The children’s progress in mathematics is continuously assessed which enables our teaching team to plan a range of activities and tasks which help embed their learning and challenge their understanding. Our online assessment tool (Otrack) is used by teachers to record whether a child has not understood, is working towards, has achieved or has mastered a National Curriculum objective. The senior leadership team, and myself, have access to this data for monitoring purposes.

Assessment is undertaken using:

· Multiplication Tables Check at the end of Year 4

· White Rose Maths (WRM) end-of-block assessments

· WRM end-of-term assessment (Autumn term)

· NFER Year Group Attainment Tests in Spring and Summer terms

· Arithmetic tests in Years1 to 6

· Standard Assessment Test (SAT) practice

· Verbal and written feedback

· Assessment for learning (AFL) throughout the maths lesson

· Self and peer assessment through talking partners and feedback

· Use of key questions and stem sentences

cultural capital and enrichment

Cultural capital is the accumulation of knowledge, behaviours, and skills that a child can draw upon and which demonstrates their cultural awareness, knowledge and competence; it is one of the key ingredients a pupil will draw upon to be successful in society, their career and the world of work.

In Mathematics, Cultural Capital can be gained in many ways, such as:

• Organised trips and enrichment activities.

• Opportunities to use maths in ‘real-life’ to solve ‘real-world’ problems.

• Being able to meet, interview and learn from mathematicians.