Maths Curriculum Intent Statement:

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The best way to learn mathematics is to do mathematics! 

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At Haughton St. Giles, we are committed to ensuring that all children develop confidence in mathematics. We offer a challenging and stimulating mathematics curriculum that leverages robust teaching methods and is delivered through well-balanced learning principles. Our curriculum is supported by the White Rose Maths platform, which guarantees comprehensive coverage of the National Curriculum.

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Through structured units, we provide varied and adaptive tasks that enable all children to embed subject knowledge while enhancing their mathematical confidence. Our goal is for children to acquire a fundamental understanding of the knowledge and skills necessary to become proficient mathematicians. As they progress through school, we encourage them to make deeper connections between mathematical concepts and their applications in everyday life.

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By the time our pupils reach Year 6, they will have been guided through an extensive mathematics curriculum, deepening their knowledge and understanding of real-world mathematics. We aim to provide positive learning experiences and environments where each individual feels safe and confident in their mathematical abilities. This intent not only fosters perseverance but also supports their social and emotional well-being, raises their aspirations and prepares them for life in our society.

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Maths Implementation:

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Fast Maths:

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Each child from Year 1 to Year 6 will engage in a variety of arithmetic questions designed to draw on prior knowledge and support the retention of their arithmetic skills. Fast Maths can be completed on paper and digitally.

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For Years 1 and 2, these activities will be integrated into their maths lessons.

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For Years 3 to 6, fast maths will be completed within maths lessons, with Lower Key Stage 2 (LKS2) students answering daily questions and Upper Key Stage 2 (UKS2) students answering a range of arithmetic, reasoning and problem-solving daily questions.

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Teachers will address any misconceptions that arise, there and then.

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Times Tables

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In Key Stage 2 (KS2), every maths lesson provides an opportunity for children to recall their multiplication facts.  

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In Key Stage 1 (KS1), children complete ‘Fast Maths’ task- some questions linked to finding equal groups, repeated addition using arrays and multiplication within Year 2 the knowledge of the 2, 5 and 10 multiplications.

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Pre-school Maths

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Planning is structured using Development Matters and is linked to the White Rose scheme to align with the rest of the school and ensure progressive small steps - this has formed the Pre-school long-term planning maps. 

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Children will be taught maths concepts in short bursts where hands-on learning is taking place and children have the opportunity to revisit skills and key mathematical concepts in order to become confident learners within maths and transfer learning into long term memory, providing children with strong foundations ready to start reception.

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The daily mini-maths session follows a verbal MY/OT/YT discussion- reinforced through continuous provision, questioning and AFL.

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Alongside using Development Matters and White Rose Maths scheme, Long-term pre-school planning is used to ensure that all children receive an adult input that relates to the mathematical concept and this concept is revisited over the week and within different terms to ensure coverage for all pre-school children.

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An ‘Independent Learning Journey Task Book’ captures independently completed maths tasks including continuous provision activities.  

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Pre-school Mini-Maths Sessions

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A daily mini-maths session is completed in small bursts. Always starting with a physical introduction of the maths concept, led by concrete, tactile ‘hands on’ learning opportunities, maths vocabulary, sentence and word prompts and AFL, pre-school children explore their learning through a MT/OT/YT approach, reinforced with continuous provision. In the summer term, assigned by AFL, some pre-school children will be given a directed task.

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‘Review & Reflect’ pit stops provided over the teaching week to maximise AFL and learning opportunities.

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Reception Maths Lessons

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Teachers will use the medium-term maths plan and White Rose maths units to plan a set of sequenced maths lessons, including vocabulary, skills and knowledge.

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A ‘Giant Floor Book’ will capture impressive ‘wow’ maths moments and achievements.

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A ‘Directed Learning Journey Task Book’, captures a mixture of all teacher directed learning tasks, built upon through the year.  AFL is used to pin-point and determine the frequency tasks are assigned to an individual child, covering an overarching mathematical concept; presented in a variety of different learning styles and could be fluency, reasoning or problem solving based.  

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An ‘Independent Learning Journey Task Book’ captures independently completed maths tasks including continuous provision activities.  

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Reception Lesson Structure:

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• Learning Journey & Learning Objective: teacher will present the learning journey the children will take within the unit. The teacher will discuss how today’s lesson will ‘branch out’ their learning further, presenting the learning objective.

• Introduce Vocabulary: teacher will introduce new mathematical vocabulary and recap prior vocabulary that will be needed for the lesson.

• Explore it: led through the MT/OT/YT Learning Strategy, the teacher will lead engaging learning activities. Incorporating a range of learning styles including, varied fluency, reasoning and problem solving; presented through ‘hands on’ learning, pictorial and abstract task layouts.

• MY/OT/YT Learning Strategy: each task will be directed by the MY/OT/YT Learning Strategy.

  • My Turn: teacher to model the how to complete the task.

  • Our Turn: led by the teacher, the children and the teacher complete a short task together, building on from the ‘My Turn’ task.

  • Your Turn: children will independently complete a task.

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• AFL, Questioning and Discussion: learning activities will prompt engagement and AFL (Assessment for Learning) questioning. Maths oracy and questioning, using holistic, collaborative and explorative questioning methods, maths oracy and discussions will help to embed skills and knowledge, while also pin-pointing AFL needs and identify misconceptions. From AFL the teacher will assign further learning tasks, resources and learning scaffolds to support each individual child- ensuring all children can access and complete the learning for that lesson.

• Maths Challenge: within the completed tasks, continuous provision and identified through teacher AFL, oral 'Going Deeper' tasks are assigned to provide further opportunities for pupils to consolidate and extend their learning. Mainly focusing on embedding knowledge and, from approximately the Summer Term onwards, skill retention to prepare each child for Year 1.

• Review & Reflect: teacher provides opportunities for an individual, group and/or whole class reflection upon their learning.

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Lessons will include observations to assess individual learning and will provide children with verbal feedback and consolidation time.

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Year 1-6 Maths Lessons

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Teachers will use the Long-term maths plan and White Rose maths units to plan a set of sequenced maths lessons, including vocabulary, skills and knowledge.

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Each new unit of study, will begin with a unit knowledge organiser page introducing the unit vocabulary and key mathematical concepts.

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Maths Lesson Structure:

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• Learning Journey & Learning Objective: teacher will present the learning journey the children will take within the unit. The teacher will discuss how today’s lesson will ‘branch out’ their learning further, presenting the learning objective.

• Introduce Vocabulary: teacher will introduce new mathematical vocabulary and recap prior vocabulary that will be needed for the lesson – if required.

• Go Fishing /What Do We Already Know? (optional): determined by prior learning and AFL, children complete a brief set of questions to recap essential maths skills needed for the lesson. Teacher to complete AFL and gage the direction of the lesson, potentially assigning learning tasks straight away to individuals and distribute learning support and scaffolds to ensure all other children are able to access the learning within the lesson.

• Explore it: led through the MT/OT/YT Learning Strategy, the teacher will lead engaging learning activities. Incorporating a range of learning styles including, varied fluency, reasoning and problem solving; presented through a variety of layouts including: ‘hands on’ learning, pictorial and abstract task layouts.

• MY/OT/YT Learning Strategy: each task will be directed by the MY/OT/YT Learning Strategy.

  • My Turn: teacher to model the how to complete the task.

  • Our Turn: led by the teacher, the children and the teacher complete a short task together, building on from the ‘My Turn’ task.

  • Your Turn: children will independently complete a task.

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• AFL, Questioning and Discussion: learning activities will prompt engagement and AFL (Assessment for Learning) questioning. Maths oracy and questioning, using holistic, collaborative and explorative questioning methods, maths oracy and discussions will help to embed skills and knowledge, while also pin-pointing AFL needs and identify misconceptions. From AFL the teacher will assign further learning tasks, resources and learning scaffolds to support each individual child- ensuring all children can access and complete the learning for that lesson.

• Maths Challenge: within the completed tasks and identified through teacher AFL, 'Going Deeper' tasks are assigned to provide further opportunities for pupils to consolidate and extend their learning.

• Review & Reflect: teacher provides opportunities for an individual, group and/or whole class reflection upon their learning.

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Derived from AFL- weekly 1:1 maths intervention is completed to close learning gaps.

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Termly maths assessments are completed alongside gap analysis, results formulate maths interventions actions, completed 1:1 weekly.

 

Maths Impact Statement

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Our goal is that by the time children leave our school, they will:

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Receive comprehensive mathematical teaching, covering the full scope of the National Curriculum.

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Develop a solid foundation in the following key areas:

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• Fluency: Become fluent in the fundamentals of mathematics through varied and frequent practice with increasingly complex problems, enabling rapid and accurate recall and application of knowledge.

• Mathematical Reasoning: Reason mathematically by following a line of enquiry, identifying interconnected mathematical relationships and generalisations and developing arguments and justifications using mathematical language.

• Problem Solving: Solve problems by applying mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into simpler steps and persevering to find solutions.

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Understand the significance of mathematics, gaining confidence in the subject and recognising its applications within our society.

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Experience a positive learning environment where they feel secure and confident in their mathematical abilities, fostering their social and emotional well-being and preparing them for active participation in society.

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