Intent

At Barley Fields Primary we recognise that Mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. 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 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 aim to provide a high-quality mathematics curriculum so that all children:

  • become fluent in the fundamentals of mathematics;
  • reason mathematically;
  • can solve problems by applying their mathematics. (National Curriculum 2014)

Implementation

We use White Rose Maths from Y1 to Y6 as the basis of our curriculum, which is designed to support teachers in all aspects of their planning whilst delivering a Maths Mastery curriculum effectively.

Our use of a mastery approach incorporates three key elements concrete, pictoral and abstract,  in helping children explore and demonstrate mathematical ideas, enrich their learning experience and deepen their understanding.

Together, these elements help cement knowledge so pupils truly understand what they’ve learnt.

All pupils, when introduced to a key new concept, have the opportunity to build competency by taking this approach. 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.

In the Early Years Foundation Stage (EYFS), we relate the mathematical aspects of the children’s work to the Development Matters statements and the Early Learning Goals (ELG), as set out in the EYFS profile document.

Mathematics development involves providing children with opportunities to practise and improve their skills in counting numbers, calculating simple addition and subtraction problems, and to describe shapes, spaces, and measures.

We continually observe and assess children against these areas using age-related objectives, and plan the next steps in their mathematical development in response to this. There are opportunities for children to encounter Maths throughout the EYFS provision – through planned activities and the self-selection of easily accessible quality maths resources.

Impact

A mathematical concept or skill has been mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.  This includes:

  • Quick recall of facts and procedures
  • The flexibility and fluidity to move between different contexts and representations of mathematics.
  • The ability to recognise relationships and make connections in mathematics

We measure our impact of our curriculum through:

  •  A reflection on standards achieved against the planned outcomes;
  • Termly assessment Progress in Understanding Mathematics;
  • Pupil discussions about their learning.

At Barley Fields, teachers from Year 1 to Year 6 use Schemes of Learning published by the White Rose Maths to plan effective maths lessons alongside the approach ‘I see maths’. We have adopted a Mastery approach to Maths, ensuring all of our children fully grasp a concept and deepen their learning before moving on to new content. Children also have opportunities to develop their fluency, apply their reasoning skills problem solving skills during daily maths sessions. 

Our Curriculum

Mathematics 2020-21 Long Term Scheme of Learning
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