At Marlborough Primary School, these skills are embedded within Maths lessons and developed consistently over time. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics.
At Marlborough Primary School, we recognise that in order for pupils to progress to deeper and more complex problems, children need to be confident and fluent across each yearly objective. We follow the Maths Hub White Rose schemes of learning to ensure that the coverage for the year is completed. we use these plans to ensure that all objectives are covered for each year group and that we are planning to the three key principles to deepen children’s understanding.
These principles and features characterise our approach and convey how our curriculum is implemented:
- Teachers reinforce the expectation that all children are capable of achieving high standards in Mathematics.
- The large majority of children progress through the curriculum content at the same pace.
- Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.
- Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.
- Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts.
- Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention so that all children keep up.
To ensure whole consistency and progression, the school uses the DfE approved ‘Power Maths scheme. This is fully aligned with the White Rose Maths scheme and the school’s ongoing engagement with the DFE funded Maths Hubs programme continues to ensure that staff at all levels understand the pedagogy of the approach. New concepts are shared within the context of an initial related problem; which children are able to discuss in partners. This initial problem-solving activity prompts discussion and reasoning, as well as promoting an awareness of maths in relatable real-life contexts that link to other areas of learning.
In KS1, these problems are almost always presented with objects (concrete manipulatives) for children to use. Children may also use manipulatives in KS2. Teachers use careful questions to draw out children’s discussions and their reasoning. The class teacher then leads children through strategies for solving the problem, including those already discussed. Independent work provides the means for all children to develop their fluency further, before progressing to more complex related problems. Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. Each lesson phase provides the means to achieve greater depth, with more able children being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within the lesson as appropriate.
The school has a supportive ethos and our approaches support the children in developing their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others. Children can underperform in Mathematics because they think they can’t do it or are not naturally good at it. We have fostered an environment where Maths is fun and it is OK to be ‘wrong’ because the journey to finding an answer is most important. Our children have a growth mindset and they make measurable progression against their own targets. Our maths books are packed with a range of activities showing evidence of fluency, reasoning and problem-solving. Our feedback and interventions are supporting children to strive to be the best mathematicians. Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child.