INTENT

At Everton, we believe Maths is an essential part of our curriculum; our intent is that we will promote a real love for maths, promoting children’s curiosity and enthusiasm within the subject area. We intend for our curriculum to be fun, practical and engaging, giving children a sense of excitement and the ability to use maths in their daily lives with confidence. Teachers will deliver the National Curriculum, promoting a real thirst for understanding, creating ambition to become Mathematicians of the future. We aspire that all children are equipped with mathematical knowledge, skills and vocabulary to use in today’s world and tomorrow’s.

It is our intent to develop conceptual understanding, where children will become fluent with calculation and have the resilience to apply this to reasoning problems and word problems. Throughout our teaching of mathematics, we intend to give children a secure understanding of number and fluency in counting, in a variety of ways. Our promise is to develop vocabulary, giving our children a secure understanding to use their maths in a wide variety of contexts. We intend to make our maths lessons collaborative, where there will be strong sense of teamwork and problem solving together; providing children with opportunities to learn from their peers. At times, children will be required to work independently and this will provide teachers excellent opportunities for assessment.

IMPLEMENTATION

At Everton, we have a very clear approach to our maths lessons, ensuring a range of skills are developed within each maths lesson.

From Early Years Foundation Stage (EYFS) up to Year 6, there is a dedicated daily teaching slot, where a maths lesson is taught. Teachers follow the White Rose Units in the order in which they are documented on the White Rose Website. Please see our Long-Term Plan, which shows when each maths units is taught. To inform planning, teachers ensure a pre-assessment of learning takes place. This ensures teachers are planning and preparing based on what the children already know and gives an indication of the children who may need more support or challenge throughout a unit. At the end of each unit, a post-assessment takes place; this informs teachers continual assessment and indicates any children who may need some post-unit work.

In Key Stages 1 and 2, there is a daily short arithmetic session within each class. This is a 10-15 minutes session, where arithmetic, number or counting will be focused upon, ensuring key skills are continually revisited and reviewed.

Weekly, within Key Stages 1 and 2, an arithmetic assessment is carried out. Mostly, Rising Stars assessments are used. However, in Year 5/6, some teacher made arithmetic assessments will be used. After each assessment, scores are collated and the assessments of children scoring below 50% are analysed, which informs intervention groups and whole-class arithmetic sessions during the week after.

The school provides opportunities to learn and practise times tables; this can either be in the maths lesson or arithmetic session. Overlearning of this also takes place outside of school, where children have the opportunity to practise their skills on Times Table Rockstars.

Within our maths lessons, a variety of concrete resources and pictorial representations are used to support learning, along with providing sentence stems to enable children to talk mathematically.

We recognise some children may require additional support outside of the maths lesson. The interventions which are used to support these children are:

1. Pre-maths: this gives children the opportunity to develop an understanding of the skill being taught prior to the maths lesson.
2. Same Day Intervention: this gives an opportunity for children to look at the learning from that day and fix any learning which maybe incorrect.
3. Precision Teaching: this allows teachers or teaching assistants to focus on a key skill which may need to be developed by an individual or group of children.
4. Power of 2: this is a short burst session, giving children the opportunity to practise mental maths skills at speed.

In the Early Years Foundation Stage (EYFS), we follow Development Matters. We develop a strong grounding of number, developing an understanding of relationships and patterns within numbers. Each day, children have a mathematical input and this focus will then be reflected in our Provision Areas. This promotes curiosity and provides children the opportunity to learn independently through their own discovery.

The way in which we implement our curriculum:

• The standards for Maths have been mapped out on our progression document, ensuring children year on year develop their Mathematical skills.
• Teachers use standards and break these down into smaller learning objectives; these are mapped out on Medium Term Plans, which develops sequential and cumulative learning and progression.
• A maths lesson in Key Stages 1 and 2, follows are 7-part structure, where teachers will use their own resources and compliment these with White Rose resources.
• Within our lessons, a key component is to review previous learning, allowing children to understand their learning journey and giving them the confidence to be able to articulate their understanding and link learning together.
• Vocabulary is an integral part of our Maths curriculum; we believe it is crucial we give our children the language to talk like Mathematicians, developing ambition to one day become an adult who works in this field.

IMPACT

The amazing Mathematicians of Everton Primary School will (by the end of Year 6):

• Primarily, consider themselves a Mathematician and know how to think and investigate as a Mathematician would.
• Know and understand the whole number system, including saying, reading and writing numbers accurately.
• Know how to use formal written methods for addition, subtraction, multiplication and division and be able to use these confidently.
• Know how to solve mathematical problems, involving fractions, decimals and percentages.
• Know how to use ratio and proportion in a variety of contexts and understand the purpose of this skill.
• Know how to solve problems linked to measurement and understand the link between different units of measure.
• Use a range of mathematical vocabulary with confidence.
• Know resilience is a key part of problem solving and reasoning and to demonstrate this.

Our Long Term and Medium Term plans display the learning for each point throughout our Mathematics Curriculum.