At Otford, we share a whole school vision and approach around the importance of Maths. All staff encourage a positive mind-set and believe that every child can achieve well in maths. At the core of Maths teaching are our school values of kindness (supporting others to achieve through peer buddies and talking partners), courage through taking risks, perseverance and determination developed through problem-solving in Mathematics and curiosity by always creating a sense of enjoyment and curiosity around Mathematics. Mastery in Maths is encouraged with the aim of creating successful and confident young mathematicians with a curriculum which aims to broaden and deepen understanding of the mastery curriculum in Mathematics. This begins in EYFS, where our wonderful EYFS outdoor area fosters independent play and opportunities for our youngest children to explore Maths concepts. At KS1 and 2, teachers use the National Curriculum and the White Rose Scheme of Work to aid their teaching and planning of the subject. Early intervention is provided, to support accelerated Maths progress through pre-teaching groups, over learning and re-visiting skills so concepts are constantly ticking over and taught multiple times as well as booster groups.
In all year groups, Mathematical fluency is supported through arithmetic starters with a focus on multiplication facts recall. All classrooms are well resourced with maths manipulatives to support the White Rose Scheme with progression in learning from concrete-pictorial-abstract. The White Rose scheme is supplemented with other high quality resources including NCETM and Nrich. Teachers encourage a range of methods of calculating e.g. practical, written, mental and drawings/jottings. Throughout the whole curriculum, opportunities exist to extend and promote mathematics as well as use accurate mathematical language to communicate ideas effectively eg. explaining reasoning clearly with vocabulary displayed on working walls and regularly referred to. Teachers seek to take advantage of all opportunities, making meaningful links with other curriculum areas /topics wherever possible, particularly Science.
Robust assessment and data analysis ensure that all children progress and reach their full potential. Teacher assessments are informed through regular informal arithmetic tests, end of unit assessments as well as standardised tests and SATS results, three times per year. Progress is monitored and tracked from previous key stages and year groups on our school assessment tracking system, Target Tracker. Planning is regularly monitored by the Senior Leadership Team and the Maths leader to ensure that it is progressive; covers fluency, problem solving and reasoning curriculum strands; parity is achieved across year group classes and the less able mathematicians are supported whilst the more able are stretched and challenged. On-going maths CPD is provided for all staff through support from the Senior Leaders/Maths lead as well as external courses. Opportunities for engaging maths opportunities are planned for during whole school maths investigations and STEM hub days.