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Mathematics Curriculum

Curriculum Intent:

Teaching is designed to help learners to remember in the long term, the content they have been taught and to integrate new knowledge into larger concepts’ (Ofsted 2019).

At Junction Farm Primary, we intend to ensure high-quality teaching that enables learners to embed and secure knowledge and understanding so that it can be retained, sustained and built upon at each stage of their educational journey.

The National Curriculum (2014) states that three aims of mathematics aim to ensure that all pupils:

  • Become fluent in the fundamentals of mathematics
  • Reason mathematically
  • Can solve problemsChildren with special educational needs are also expected to make significant progress and work on the curriculum for their year group where possible – interventions/support plans. Gifted and Talented/More Able/Greater Depth children should be given a range of experiences in mathematics to broaden and deepen their understanding, rather than accelerating to the next year group’s objectives.Mathematics within the Early Years is guided by the requirements and recommendations set out in the Early Years ‘Development Matters’ EYFS document – ‘Number’ and ‘Shape, Space and Measure’. Children have a daily specific mathematics lesson where objectives are taught in a broad range of contexts in which children can explore, enjoy, learn, practise and talk about their developing understanding. Once the Early Learning Goals have has been achieved, children are given access to the exceeding statements.To implement the objectives of the Primary National Curriculum, we use ‘Focus Maths’ to assist with planning and progression. A range of other resources, including White Rose Maths Hub, are also used.
  • Curriculum Implementation:
  • Early Years :
  • Focusing on fluency, reasoning and problem solving, our intent, at Junction Farm Primary School, is for all children to be working on the curriculum for their year group, sustaining and accelerating individual progress, whilst embedding key mathematical concepts, focussing on depth of understanding and ability to solve problems and reason in a range of situations.
  • Each year group is provided with a long-term plan which maps out aspects across the academic year, in a sustainable and progressive way.
  • A medium-term planning overview for each half term is provided – this highlights the curriculum objective and progressive learning steps.
  • Each week has an objective focus. A pre-learning task is completed independently by all pupils on a Friday – this is then marked and graded E (Emerging), D (Developing) or S (Secure), using agreed criteria.
  • As our intent is ‘teaching for retention’ and to ensure progression, we aim to have as few children as possible in the ‘E’ group. This grading indicates the group the children will be in/level of work they will access for the particular objective, ensuring learning is progressive and specific to the individual child. Groups therefore change weekly and are fluid. ‘E’ and ‘D’ children – focus on ‘practice and consolidation’ (varied fluency) before moving onto ‘deeper understanding’ (problem solving and reasoning) across the week. Children with ‘S’, after some practice and consolidation, focus on ‘deeper understanding’ and ‘working at greater depth’ (problem solving and reasoning).
  • All children should be accessing problem solving and reasoning during the week – we must ensure a balance between fluency, problem solving and reasoning. A post-learning task is then completed on the following Friday. Children are then graded E, D, S, M (Mastery) from this (again, using agreed criteria).
  • Progress should be clear across the week from pre-learning to post-learning task. We must consider pupils prior attainment groups when grading children and considering their weekly ‘gradings’ and targets.
  • Fifteen minute arithmetic sessions take place daily in Key Stage 1 and 2 – focusing on fluency of key number skills and times tables.
  • Mathematical vocabulary is of the utmost importance to a child becoming a fluent and confident mathematician. Once vocabulary has been embedded and secured, it should be revisited and discussed regularly to ensure retention and sustainable progression – this is encouraged daily.
  • To assist with teaching for retention, each year group is provided with a list of ‘curriculum end points’. These areas need focus and recovery in later year groups to ensure a deep and sustainable understanding.
  • We have a clear, coherent calculation policy. The policy aims to ensure consistency and progression. Annually, parents are given a copy of the calculation policy and targets for their child’s year group to ensure consistency between home and school in learning – we communicate regularly and effectively with parents about children’s learning in Mathematics.
  • Early Years :
  • All children are given ample opportunities to develop their understanding of mathematics through their extended provision, alongside their daily taught lesson. Indoor and outdoor environments are utilised fully to enable children to discover through physical activity and develop understanding of mathematical concepts.
  • Children are given sufficient time, space and encouragement to discover mathematical ideas, concepts and language during child-initiated activities in their own play. They are provided with opportunities to practise and extend their skills in these areas and to gain confidence and competence in their use.
  • Curriculum Impact:
  • Mathematics is also encouraged at home with the support of parents to address personalised areas of focus through the use of ‘Proud Cloud’ books.
  • To achieve resilient, confident and skilful mathematicians.
  • A consistent approach to mathematics across school.
  • Teaching for retention.
  • Learners make sustained/accelerated progress
  • Learners are able to retain and recall key mathematical strategies and facts.
  • Learners have appropriate and progressive calculation strategies and methods.
  • Learners are able to retain and recall key mathematical vocabulary.