Maths

Maths at Blandford St Mary CE Primary School 

Curriculum Intent Statement

At Blandford St Mary Primary we believe all children can achieve in Mathematics. To this end, we follow a ‘mastery’ approach where all pupils (including those with additional needs) take a full and active part in Maths lessons. We aim to develop children to be confident, numerate learners who are able to apply and use these skills in everyday life. In line with the aims of the National Curriculum, we aim to ensure that all pupils:

• 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.
• 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.

We achieve these aims through talking about, investigating and representing mathematical concepts. We use a teaching approach where all lessons refer to the ‘five big ideas’ (see below)

The Five Big Ideas

The maths curriculum at Blandford St Mary is designed and underpinned by the ‘five big ideas’ for Teaching for Mastery (NCETM 2022)

 1. Cohesion: Lessons and learning is planned to ensure that key concepts are completely secure. This involves teaching in ‘small steps’ where children have developed deep understanding of the learning before moving to the next step.  

2. Representation and structure: Mathematical concepts are explored and understood through strong models and images such as Base 10, 10-frames, Numicon and place value counters.

3. Fluency: Factual knowledge (e.g. number bonds and times tables), procedural knowledge (e.g. formal written methods) and conceptual knowledge (e.g. of place value) are taught in a fully integrated way and are all seen as important elements in the learning of mathematics. Children are able to efficiently select the best method from a variety that they have developed to solve problem.

4. Variation: Conceptual variation and procedural variation are used throughout teaching, to present the mathematics in ways that promote deep, sustainable learning.

5. Deep mathematical thinking: The reasoning behind mathematical processes is emphasised. Teacher and pupil interaction explores in detail how answers were arrived at, why the method/strategy worked and what might be the most efficient method/strategy.

Our Math Mastery Approach

• Maths teaching for mastery rejects the idea that a large proportion of people ‘just can’t do maths’.
• All pupils are encouraged by the belief that by working hard at Maths they can succeed.
• Pupils are taught through whole-class interactive teaching, where the focus is on all pupils working together on the same lesson content at the same time
• If a pupil fails to grasp a concept or procedure, this is identified quickly and early intervention ensures the pupil is secure and ready to move forward with the whole class in the next lesson.
• Lesson design identifies the new mathematics that is to be taught, the key points, the difficult points and a carefully sequenced journey through the learning.
• It is recognised that practice is a vital part of learning, but the practice used is intelligent practice that both reinforces pupils’ procedural fluency and develops their conceptual understanding
• Significant time is spent developing deep knowledge of the key ideas that are needed to underpin future learning. The structure and connections within the Mathematics are emphasised, so that pupils develop deep learning that can be sustained.
• Key facts such as multiplication tables are learnt to automaticity to avoid cognitive overload in the working memory and enable pupils to focus on new concepts.

Curriculum Implementation Statement

At Blandford St Mary CE Primary School, we aim to deliver a high quality and engaging curriculum, which meets the needs of all our learners. Our implementation is developed through the use of high quality resources and based upon a secure understanding of the curriculum and the subject area.  

At Blandford St Mary, we use White Rose Maths, supplemented by a variety of mastery-based resources and pedagogical approaches, which we have developed over recent years.

The lesson design: 

What you can expect to see in Maths lessons:

• Basic Maths skills are taught daily. Focussing on key mathematical skills including place value, the four operations and fractions.
• A range of reasoning resources are used to challenge all children and give them the opportunity to reason with their understanding.
• Regular assessment and immediate interventions to support children in keeping up and catching up where possible.
• Children are taught through mixed ability whole class lessons with challenging problem solving and reasoning opportunities for confident pupils.
• Lessons use a Concrete, Pictorial and Abstract approach to guide children through their understanding of mathematical processes.
• Consolidation lessons are used to revisit previous learning and ensure Maths skills are embedded.
• Where possible, links are made with other subjects across the curriculum.

Curriculum Impact Statement

At Blandford St Mary, we believe that, as a result of our curriculum design, you will see children who are resilient, engaged, appropriately challenged and confident to talk about Maths and their learning as well as being able to make links between mathematical topics and the wider curriculum. They will also be independent, reflective thinkers who are able to transfer their mathematical knowledge into other areas of the curriculum. 

 We aim to build a culture where there is a deep understanding, confidence and competence in mathematics, which will then produce strong, secure learning and progress both across mathematics but also in other areas of the curriculum. In Maths, as in all subjects, we are adamant that children who are at risk of underachieving have their needs skilfully and consistently met to protect them from this risk.