Maths

Aim

Disraeli School aims to provide high-quality mathematical knowledge and understanding to each and every pupil according to their individual needs to ensure that all pupils:

• Become fluent in the fundamentals of mathematics, including through the 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.
• Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
• 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.

Intent

At Disraeli School, we aim to:

• Ensure our children have access to a high- quality maths curriculum that is both challenging, rich in context and enjoyable.
• To build upon children’s knowledge and understanding from Reception to Year 6.
• To provide our children with a variety of mathematical opportunities, which will enable them to make the connections in learning needed to enjoy greater depth in learning.
• To help our children become confident mathematicians, who are not afraid to ask questions and to take risks.
• To develop resilience that enables all children to reason and problem solve with increased confidence.

Implementation

• White Rose Primary Scheme of Learning: At Disraeli, we follow the ‘White Rose Primary Scheme of Learning’. This scheme provides teachers with exemplification for maths objectives that are broken down by key aims of the National Curriculum, as well as daily fluency, reasoning and problem solving questions. White Rose Maths supports a mastery approach to teaching and learning and ensure teachers stay in the required key stage, whilst supporting the ideal of depth before breadth. It also supports pupils working together as a whole group and provides plenty of time to build reasoning and problem solving elements into the curriculum.
• Planning: Our curriculum is coherently and sequentially planned and lessons follow the small steps outlined by the White Rose Maths Hub and progression within each area of calculation follows the programme of study outlined in the 2014 National Curriculum. A Concrete, Pictorial and Abstract approach is applied to lessons, supporting children through their understanding of mathematical processes. The teaching of Maths takes into account the entire class through rigorous planning and assessment. Revise and Review consolidation lessons are also used to revisit previous learning and ensure Maths skills are embedded.
• Challenge for all children: Pupils who grasp concepts rapidly are challenged through rich reasoning questions and problems. Whilst those who are not sufficiently fluent continue to consolidate their understanding through additional practice, focus groups and questioning. Teaching is adaptive to the children’s prior learning and learning needs.
• Assessment: Formal and informal assessment is an integral part of the teaching and learning process. Teachers make assessments of pupils daily through regularly marking pupils’ work, analysing errors and misconceptions, questioning individuals and making observations.
• Moderation: Moderation takes place internally among staff at Disraeli and externally between local schools through book scrutinises, learning walks, data reviews, progress meetings, and pupil voice interviews.
• Daily Retrieval: Daily maths lessons all include retrieval practise from previous learning both from current years’ curriculum and previous years. Prior knowledge, skills and vocabulary are retrieved before new content is built sequentially onto this.
• Resources: High quality resources are used in conjunction with White Rose Hub, to support, stretch and challenge all children within the classroom.  In addition, the school’s calculation policy is used to ensure a coherent approach to teaching the operations across our school. A range of reasoning resources are used to challenge all children, giving them the opportunity to apply their understanding in a variety of different contexts.
• Times Tables Rockstars: To support our children with practising their multiplications, we use ‘Times Tables Rockstars’ as an online and fun learning platform.  All children have individual usernames and passwords to allow them to access the website at home. 

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Impact

Pupils will be fluent in age appropriate mathematical knowledge and will use and apply knowledge to increasingly complex problems

Pupils will be able to reason mathematically, justifying and proving answers using mathematical vocabulary

Pupils will apply their mathematical knowledge  

The impact of our curriculum is monitored through:

• Outcomes of National tests
• Ongoing assessments within the school year
• In school attainment tracking
• Pupil voice – questionnaires
• Subject Leader monitoring – Lesson visits, scrutiny of books, assessment, action plan, pupil interviews and questionnaires.
• Pupil progress meetings
• Governor Reports

Overall curriculum impact:

Children leave  Disraeli prepared for secondary school, successful and confident mathematicians who are willing to have a go. They have built up knowledge, skills and understanding so they are able to tackle new ideas. They are not afraid of a challenge, are independent and show our school values in lessons both independently and in a team.

Curriculum subject links