Camm’s CE Primary School Maths Statement
LEARN - SOLVE -RESOLVE
The national curriculum states ‘Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.’ Therefore, the intention for mathematics is to ensure that all pupils become fluent, reason mathematically and solve problems.
‘Pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.’
At Camm’s, we teach our children how to make sense of the world around them by developing their ability to calculate, reason and solve problems. We want our children to recognise and understand relationships and patterns in numbers in the world around them. We expect Mathematics to be utilised as a tool beyond the daily Mathematics lessons and beyond the classroom.
At Camm’s a typical Maths lesson will provide the opportunity for all children as:
Through our Creative Curriculum, the teaching of Mathematics is extended beyond the daily Mathematics lesson. Links are made, where relevant and purposeful, between Topics and Mathematics. This allows children the opportunity to apply Mathematical skills and concepts, as well as enabling children to see that Mathematics is part of everyday life.
Lessons are planned and sequenced so that new knowledge and skills build on what has been taught before. Teachers draw upon resources from a number of sources, which enable them to plan and adapt to particular lessons. This includes using White Rose, nrich and Classroom Secrets.
Staff also refer to the Camm’s Calculation Policy when teaching formal methods, understanding that sometimes children find their own efficient methods along the way. Our subscription to Times Tables Rockstars and numbots give children the opportunity to practise and improve their rapid recall skills with tables facts up to 12x12 and addition and subtraction bonds. Children enjoy the challenge of striving to improve their times and scores each week. All children also have access to their own personal account of ‘Times Tables Rockstar’ and ‘numbots’ where they can compete against other pupils and classes in school.
At Camm’s we employ a variety of teaching styles and opportunities for children to learn and develop their Mathematical skills and competencies, both individually and collaboratively. The main aim of all lessons is to develop children’s knowledge, understanding and skills, applying these to a variety of contexts. One of the key elements in lessons throughout the school is on developing the children’s mental calculation strategies alongside developing the children’s written calculation strategies as laid out in the ‘Camm’s Calculation Policy’.
Our pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols. Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing. Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems. Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence. These concepts are taught and reinforced during our fortnightly ‘Reasoning Friday’.
The education programme for maths is built around supporting children to develop a strong grounding in number. Mathematical development for our younger children grows through their play and exploration, active engagement, creative and critical thinking, interactions with adults and their embodied experiences.
At Camms’ we expect that by the end of year 6 our children:
In order for this to happen, the Mathematics leaders, the Head teacher and the Senior Leadership Team take responsibility for the monitoring of the Mathematics curriculum and the standards achieved by the children.
The Mathematics leaders will monitor for appropriate pitch and progression at least once every term. This monitoring includes: learning walks and pupil voice conversations; planning scrutiny followed by support where necessary; book trawls on a frequent basis; termly data analysis; in house moderation; transition opportunities for our Y6 pupils, as well as staff, to engage with our feeder secondary school.
Data is collected termly and shared with SLT and governors as appropriate. All teachers contribute to a termly Pupil Progress Meeting where the data is analysed and targets are made by highlighting pupils in greatest need of intervention.
Maths is a skill for life