Mathematics

Our Vision for Maths

At Dean Gibson Catholic Primary School, we take a mastery approach to the teaching and learning of Mathematics.  Essentially, our ethos is that all children can be successful in the study of Mathematics.  Mathematics is for everyone!  We teach the skills to ensure our children are resilient and curious learners who become life-long Mathematicians.  We aim to deliver an inspiring and engaging Mathematics curriculum through White Rose Mathematics, the outdoors and high-quality teaching.

The White Rose Mathematics approach enables children to be numerate, fluent, creative, independent, curious, enquiring and confident.   Children should not be afraid to make mistakes and should fully embrace the fact that mistakes are part of learning!  A mastery curriculum promotes a deep, long-term, secure and adaptable understanding of the subject, so that children become fluent in calculations; possess a growing confidence to reason mathematically and hone their problem-solving skills.

The drivers of our curriculum are:  Outdoors, Diversity and Curiosity.

Maths learning at Dean Gibson

At Dean Gibson we believe that every child can succeed and enjoy their maths learning.

We aim for all pupils to:

- To develop a love of Mathematics in children from EYFS through to Year 6. We aim to use the outdoors to achieve some of this.
- Ensure that children 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.

- Ensure children can reason mathematically by following a line of enquiry and justification or proof using mathematical language.

- Children can 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.

 -Children understand that Mathematics is relevant to everyday living and a lifelong skill, by solving problems that are set in a real life context.

-To develop critical thinking and the confidence to question ideas in order to deepen their understanding.

-To use personal qualities of curiosity, creativity, diversity and resilience in Mathematics.

IMPLEMENTATION

White Rose Maths –

Every class from EYFS to Y6 follows the White Rose scheme of learning which is based on the National Curriculum. Lessons will be personalised to address the individual needs and requirements for a class but coverage is maintained and the progression of skills is clearly supported throughout the year groups.

We use a variety of other tools and resources to enrich our children’s Mathematical diet including…… NRICH, Times tables Rock Stars and Study Ladder.

Concrete Pictorial Abstract (CPA)

We implement our approach through high quality teaching delivering appropriately challenging work for all individuals. To support us, we have a range of mathematical resources in classrooms including Numicon, Base10 and counters (concrete equipment). When children have grasped a concept using concrete equipment, images and diagrams are used (pictorial) prior to moving to abstract questions. Abstract maths relies on the children understanding a concept thoroughly and being able to use their knowledge and understanding to answer and solve maths without equipment or images.

Assessment

Through our teaching we continuously monitor pupils’ progress against expected attainment for their age, making formative assessment notes where appropriate and using these to inform our teaching. Summative assessments are completed at the end of each term; their results form discussions in termly Pupil Progress Meetings and update our summative school tracker. The main purpose of all assessment is to always ensure that we are providing excellent provision for every child.

IMPACT

 PUPIL VOICE

Through discussion and feedback, children talk enthusiastically about their maths lessons and speak about how they love learning about maths.

They can articulate the context in which maths is being taught and relate this to real life purposes.

Children show confidence and believe they can learn about a new maths area and apply the knowledge and skills they already have.

EVIDENCE IN KNOWLEDGE

Pupils know how and why maths is used in the outside world and in the workplace. They know about different ways that maths can be used to support their future potential.

Mathematical concepts or skills are 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.

Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times table.

EVIDENCE IN SKILLS

Pupils use acquired vocabulary in maths lessons. They have the skills to use methods independently and show resilience when tackling problems.

The flexibility and fluidity to move between different contexts and representations of maths.

Children show a high level of pride in the presentation and understanding of the work.

The chance to develop the ability to recognise relationships and make connections in maths lessons.

OUTCOMES

At the end of each year we expect the children to have achieved Age Related Expectations (ARE) for their year group. Some children will have progressed further and achieved greater depth (GD). Children who have gaps in their knowledge receive appropriate support and intervention.

Mastery

All children secure long-term, deep and adaptable understanding of maths which they can apply in different contexts.