Maths Vision
Our aim is to ensure pupils develop mathematical skills to gain an understanding of the world around us. The acquisition of skills, which improve with practice, can help to develop powers of logical thinking, imagination and an awareness of accuracy.
We will inspire young people to see the true beauty of Mathematics and they will engage in their own individual maths-learning journey. Mathematics will teach children to make sense of the world around us through developing a child’s ability to calculate, to reason and to solve problems through a growth mindset, the belief that we can improve our abilities through hard work and dedication.
A mastery approach is at the heart of the maths at CCJS. Across all year groups, children are taught problem-solving strategies through a range of resources.
Our curriculum is driven by its intent, implementation and impact.
The intent refers to what we want our pupils to learn. The Implementation relates to the teaching activities we have decided to use to teach the curriculum. The impact is what we want pupils to have learnt from the curriculum.
Intent:
We will
- Ensure our children have access to a high quality maths curriculum that is both challenging and enjoyable.
- Expose our children to a variety of mathematical opportunities, which will enable them to make the connections in learning needed to enjoy greater depth in learning.
- Enable children to feel confident and are not afraid to take risks.
- Fully develop independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement.
- Encourage children to make rich connections across mathematical ideas to develop fluency, reasoning and competence in solving increasingly sophisticated problems. We intend for our pupils to be able to apply their mathematical knowledge across the curriculum.
- Teach children that maths skills are essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.
Implementation
Planning
- Long term: National Curriculum
- Medium term: Yearly overview
- Short term: Daily lessons include a clear lesson intention and regularly include a success criteria. Daily lessons are taught in three parts: starter, main & plenary and incorporate self-selected challenges. Short term planning is supported by the use of the White Rose Maths Hub materials.
Teaching
‘Quality first teaching’ linked to teaching standards:
All teachers:
- Know where their children are through the use of concise summative assessment, prior learning and through formative and summative assessment
- Understand where their children need to be through a secure understanding of year group expectations and/or pre key stage expectations.
- Know how they are going to get them there with a range of strategies to promote independence, mastery and high expectations of ALL.
- Effectively deploy adults for the needs of the class.
Learning
All staff deliver quality first teaching.
- Children have a daily maths lesson/activity.
- Children learn maths through a variety of additional resources and manipulatives to further support learning.
- Children are given reflection time when responding to marking and during plenaries.
- Teachers and Teaching Assistants will review the outcome of lessons and, where necessary, provide ‘same day interventions’ for pupil who may have misconceptions or need follow-up support.
- Children are given opportunities to go to various mathematical events including Chatham and Clarendon Grammar School Maths workshops. We also offer in-school Gifted and Talented activity afternoons where talented mathematicians across the school work with others on a variety of activities to further enrich their mathematical experiences.
Impact
- ‘Book looks’ and subject monitoring provide evidence of attainment, coverage and differentiation.
- Teachers record termly assessment data to record if children are working towards, expected or greater depth. Any gaps in understanding are monitored using our assessment systems.
- Pupil voice questionnaires provide information about key aspects of the children’s viewpoint of maths, their learning and events they have experienced.
- Learning displays in classrooms and around the school showcase children’s learning.
- Learning walks carried out by subject leads and senior leadership team.