Pure mathematics is, in its way, the poetry of logical ideas. 

Albert Einstein

Maths Leader – Melissa McCready

Intent

At St Mary’s, all pupils will acquire mathematical knowledge and skills, and the ability to apply them with confidence, independence and understanding; by ensuring a ‘can-do’ attitude and the belief that every child will reach their full potential. We encourage the development of a logical thought process, a desire to question, explore, discover and reflect upon conclusions. Mathematical Talk is prioritised in lessons to ensure our pupils can confidently articulate their knowledge. At St Mary’s we build firm foundations for future learning and encourage children to have a curious and a lifelong love of learning. 

Implementation

At St Mary’s we follow White Rose Maths Schemes of Learning. In Foundation Stage our practitioners focus on developing the five principles of counting. From Year 1-6 we break down the National Curriculum objectives into small manageable steps, which helps children to understand concepts better. Children are taught both fluency and problem solving & reasoning within each small step. We believe that when children are introduced to a new concept they should have the opportunity to build competency by taking this approach:

Concrete – children should have the opportunity to use concrete objects and manipulatives to help them understand what they are doing.

Pictorial – alongside this children should have pictorial representations. These representations can then be used to help reason and problem solve.

Abstract – both concrete and pictorial representations should be used to understand abstract concepts

Mathematical Talk – planned for and the explicit teaching of maths talks helps our pupils to be articulate and explain their reasoning.

A typical Maths lesson at St Mary’s is engaging by creating excitement for learning through stimulating contexts. Teachers then begin the process of effective questioning, modelling and ongoing assessment for learning. Maths is taught daily and children are given the opportunity to demonstrate their understanding and apply them independently. Their work is assessed each day and children are given steps to help address any gaps or provide further challenge, which enables children to make ongoing progress.

Children are assessed at the end of each term. Teachers use a broad range of assessment tools, including standard tests, weekly assessment books, daily maths books and teacher assessment. These tools allow teachers to effectively monitor progress, target gaps in children’s understanding and provide a tailored approach to their daily practice.

Impact

We re unashamedly ambitious in our aspirations for our children. From their low starting points, all children make outstanding progress in maths – well above national averages. Children are confident and articulate mathematicians. The have learnt key concepts; they are curious, lifelong learners with the highest aspiration for themselves.