Intent  

 We aim to create a love of mathematics through a rigorous, consistent and enthusiastic approach to the teaching of the subject.  Teachers and other adults have sufficient expertise and training in the teaching of maths, as well as a clear understanding of how children learn maths.  We aspire that every child leaves our school with the skills of a competent mathematician through a mastery approach.  

Implementation 

Maths — No Problem is a series of textbooks and workbooks written to meet the requirements of the 2014 English National Curriculum. The Maths — No Problem Primary Series was assessed by the Department for Education’s (DfE’s) expert panel, which judged that it met the core criteria for a high-quality textbook to support teaching for mastery.   

  At the Beeches Primary, we use a systematic approach to the teaching of Mathematics implementing a spiral curriculum that incorporates the Maths -No Problem lesson structure.   

A lesson consists of:  

• Exploration - instead of ‘Let me teach you…’ as a starting point, children are encouraged to explore a problem themselves to see what they already know. At the beginning of each lesson in our school, this exploration is referred to as the ‘Explore task’.  
• Structured discussion - the teacher will lead a discussion with the children in order to organise the findings of the exploration, compare/contrast strategies and guide them toward the most efficient strategy (or the one being learned that day).  
• Questions to challenge thinking – teachers use questioning throughout every lesson to check understanding. Children are also encouraged to question each other frequently throughout the lesson; this aids the development of independent learners and deepens their understanding. A variety of questions are used, such as: How do you know? Can you prove it? Are you sure? Is that right? What’s the same/different about? Can you explain that? What does your partner think? Can you imagine? Questions are also used to challenge children who have grasped the concept. Children are expected to listen to each other’s responses and may be asked to explain someone else’s ideas in their own words, or if they agree/disagree etc.  
  
  Discussion and feedback – children have opportunities to talk to their partners and explain/clarify their thinking throughout the lesson but are expected to complete written work independently (unless working in a guided group with the teacher).  
  
  As part of this, children have daily maths lessons in whole classes where they can participate in practical and exploratory lessons that build children’s mathematical fluency without the need for rote learning. The scheme introduces new concepts using concrete materials, pictorial, and an abstract approach (CPA). Children learn to think mathematically as opposed to reciting formulas they don’t understand. In addition to this, children are taught mental strategies to solve problems such as drawing a bar model.   
  
  Pupils are taught a range of heuristic skills that are built on and progress throughout their time at school.  
  
  Teachers draw on observations and continuous assessment to ensure children are stretched, challenged and to identify those who may need additional support or quick intervention to ensure no child is left behind.  We introduce mathematics as soon as the children start in EYFS and begin with number recognition incorporating the quantitative aspects of numbers moving to other topics of mathematics, including addition and subtraction.  From Year One, children progress through the different spiral methodology, topics build on one another to help learners develop mathematical fluency. The content is covered in an age-appropriate order and revisited to close conceptual gaps and enrich every learner’s experience.   
  
  Opportunities are provided for the use of Maths skills across the curriculum. For example, the data handling aspect of maths is built into Science lessons and demonstrates progression according to the year group’s Maths objectives.  

Impact  

At the end of KS1, children will be able to ask and answer mathematical questions about the maths presented to them. They will have begun to explore how manipulatives can support the learning of mathematical concepts using: cubes, tens and ones blocks and a range of other resources.   

They will have learned about: numbers to 100, addition and subtraction practically and using formal written methods, multiplication and division sums using the numbers 2, 5, and 10, simple fractions, data handling, geometry, and measurements. Further to this, they will have started journaling their ideas and explanations in maths. However, in KS1 their recordings are often pictorial and more descriptive writing using a range of mathematical vocabulary with support.    

At the end of KS2, children will have a higher level of mathematical thinking and a deep-seated mastery approach by the way in which they approach a mathematical problem.  They will be able to ask and answer deeper and broader mathematical questions when presented with a problem that will require employing a range of mathematical skills and knowledge. They will be less reliant on manipulatives (although these can still be used if required) and will approach mathematical concepts in a more methodical, abstract approach.   

They will have learned about: numbers up to 10 million including decimals, and informal and formal methods whilst solving sums using the four operations, complex fractions, algebra, ratio, percentages, complex data handling skills, geometry, and measurements. Furthermore, they will have become competent at journaling their ideas and explanations in maths. In KS2, journal work will display some pictorial representations however, the numerical writing is more reflective using a range of mathematical vocabulary independently.    

Having studied the full primary Mathematics curriculum, the children have a clear understanding of how the subject is utilised in everyday life and also a deep-set curiosity to ask further mathematical questions to add to their wealth of understanding of the subject.  

Maths Leaders-  Miss McFarland, Mrs Hussain, Mr Hussain#

Below is our draft subject progression document that shows the content of our school curriculum in each academic year. Our progression documents are constantly being updated and refined to achieve the very best possible outcomes for our children.