Mathematics is important to everyday life and with this in mind, the intent of the Maths curriculum here at Otford is to maximise the progress and attainment of every pupil, making maths accessible to all. By making meaningful connections across mathematical concepts, we hope that children will develop fluency, mathematical reasoning, be able to work systematically and accurately and have competency in solving increasingly more complex mathematical problems.
Through delivery of our Maths curriculum, all staff seek to foster our core values of Kindness, Courage and Curiosity. All children are challenged and encouraged to excel in Maths. New mathematical concepts are introduced using a ‘Concrete, Pictorial and Abstract’ approach; enabling all children to experience ‘hands-on’ learning when discovering new mathematical topics. This allows them to have clear models and images to aid their understanding.
Arithmetic and basic maths skills are practised daily to ensure key mathematical concepts are embedded and children can recall this information to see the links between topics in Maths. Pupils will learn to apply mathematical knowledge across the curriculum, for example, in geography, science and DT. We want the children to know that being a proficient mathematician is essential to their future, important in the fields of science, technology and engineering (STEM). The children will know that confidence with number is important to manage finances and for most career paths. As our pupils progress, we intend that they are able to make sense of the world, have the ability to reason mathematically, have an appreciation of the power of mathematics, and a sense of curiosity about the subject linking strongly with our school values.
Here at Otford, Maths is taught by following the White Rose Maths Scheme. These plans are developed by a team of Maths specialists whose aim is to inspire children to love Maths! By following this scheme across our school, it ensures consistency and progression for all.
A range of reasoning questions are used to challenge all children and give them the opportunity to reason with their understanding. Success criteria, which are planned by the teacher and shared and refined with pupils, are tools that help our learners challenge themselves appropriately and know how to achieve the learning objective. Pupils’ difficulties and misconceptions are identified through immediate formative assessment and addressed with rapid intervention, ideally through individual or small group support later the same day. Teachers provide additional support, through deployment of adults or use of resources, to ensure that all children progress and enrichment opportunities are offered for mastery of the curriculum. Formative assessment is used to provide more immediate intervention and ensure children are ready for their next Maths lesson. Children are taught through targeted, differentiated small group and mixed ability lessons.
Maths lessons use a concrete, pictorial and abstract approach to guide children through their understanding of mathematical processes. Opportunities are planned for revision and review to consolidate lessons and revisit previous learning to ensure Maths skills are embedded. Homework is set to develop and review children’s learning. Where possible, links are made with other areas of the curriculum for example Science, Geography or DT.
Summative assessment of each pupil’s achievement takes place at the end of Term 2, 4 and 6. Children from Year 1 -6 take an NTS assessment which provides the teachers with valuable information as to each individuals strengths and areas to develop.
Teacher assessments are informed and evidenced by children’s recorded work as well as other on-going end of block White Rose assessments and the NTS scores.
Regular monitoring of planning, teaching and children’s progress is carried out by Leaders of Learning in each year group as well as the Wider and Senior Leadership Teams in order to ensure that children are achieving their full potential in Maths.
As a result of our Maths teaching at Otford, you will see engaged children who are challenged in Maths lessons. Children will demonstrate confidence to talk about their learning in Maths and will be encouraged to use developing Mathematical vocabulary. Pupils will make meaningful links between different topics in Maths. Lessons in Maths will make use of a variety of manipulatives and other resources to support learning. There will be evidence of different representations of mathematical concepts and learning will be tracked and monitored to ensure that all children make good progress.