Our aim is for all children to become skilled and fluent mathematicians, by providing them with a strong foundation for understanding number, reasoning, thinking logically and problem solving. When teaching mathematics at Acres Hill, we intend to provide a curriculum which caters for the needs of all individuals and sets them up with the necessary skills and knowledge for them to become successful in their future adventures. We incorporate sustained levels of challenge through varied and high quality activities with a focus on fluency, reasoning and problem solving.
We want our students to be confident and curious mathematicians as they grow up and this access and enjoyment of maths begins within our Foundation Stage and continues throughout school.
By adopting a mastery approach, it is also intended that all children, regardless of their starting point, will maximise their academic achievement and leave Acres Hill with an appreciation and enthusiasm for maths, resulting in a lifelong positive relationship with number.
Our maths curriculum:
utilises highly skilled staff to deliver the White Rose Maths scheme https://whiterosemaths.com/
ensures that progress and next steps for children are driven through formative and summative assessment
supports children to access fluency, reasoning and problem solving activities that are appropriate for their developmental stage
ensures rapid progress for the majority of children and quick identification of those children where this is not the case
Our maths curriculum is overseen by our maths lead. The lead provides training and support to staff, quality assurance regarding the delivery of The White Rose Maths scheme of work, is responsible for assessment of maths within school and reports directly to senior leaders.
Through developing a mastery approach we intend all children to secure long term, deep and adaptable understanding of maths which they can apply in different contexts.
Fluency: We intend for all pupils to become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
Reasoning: We intend for all pupils to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
Problem solving: We intend for all pupils to solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
The maths curriculum:
is delivered through the White Rose Maths scheme of work
is taught daily to classes in Foundation Stage, Key Stage 1 and Key Stage 2
Daily lessons follow the White Rose Curriculum’s small steps to ensure that learning is linked and key knowledge and skills are developed.
A vocabulary rich environment is created in lessons where talk for maths is a key learning tool for all pupils. Pre teaching key vocabulary is a driver for pupil understanding and develops the confidence of pupils
Maths lessons are designed with a concrete, pictorial and abstract (CPA) approach, providing our pupils with the scaffolding required to access the learning at all levels
Summative and formative assessment is used within learning blocks to track progress along with daily “in the moment support” to address misconceptions and support understanding
Regular CPD is provided internally and externally to develop staff subject knowledge
We recognise that in order to make progress children require high quality teaching of maths. We also understand that where gaps in knowledge and understanding are present, that these are swiftly identified and additional support put in place to allow the child to make accelerated progress and catch-up.
Our maths curriculum:
Supports children to demonstrate quick recall of facts and procedures. This includes the recollection of the times tables.
Supports children to show the flexibility and fluidity to move between different contexts and representations of mathematics.
Develops the ability to recognise relationships and make connections in mathematics.
Encourages children to show confidence in believing that they will achieve.
Uses formative assessment to identify children’s understanding and ability to use taught knowledge.
Allows staff to intervene early and rapidly when children do not make the expected progress
Includes practice which allows us to track the progress of children and cohorts across half-terms
Provides data to classroom staff and informs whole class teaching and intervention
Allows the maths lead to recognise areas of good practice and those requiring development
Impact is shared with Governors, Sheffield South East Trust and reported through statutory channels (annual SATS assessments in Y2 and Y6)