Mathematics is a creative and highly inter-connected discipline that is essential to everyday life. It is critical to science, technology, engineering, and crucial for financial literacy and most forms of employment. At TGPASJ we believe that a high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, and a sense of enjoyment and curiosity about the beauty and power of mathematics. We aim to pursue mastery in mathematics 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.

At Tudor Grange Primary Academy St James, we recognise that in order for pupils to progress to deeper and more complex problems, children need to be confident and fluent across each yearly objective. We follow the learning sequences of ‘White Rose Maths’, focusing on the use of ‘episodic’ teaching to develop more independent learners and a deeper understanding of key maths concepts. Within the learning sequences, each National Curriculum objective is broken down into smaller steps. Children are guided through the lesson at the same pace but with scaffolding and challenge to suit all needs. Our teachers use the White Rose schemes of learning in conjunction with a range of high-quality resources such as the NCETM PD materials and and I see Reasoning resources to support, stretch and challenge all learners within the classroom. 

Mastering Number (Reception and Key Stage 1)

Tudor Grange Primary Academy St James is taking part in the National Centre for Excellence in the Teaching of Mathematics (NCETM) project to support the teaching of basic maths skills in our school. This project aims to secure firm foundations in the development of good number sense for all children from Reception through to Year 1 and Year 2. The aim over time is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number. Attention has been given to key knowledge and understanding needed in Reception classes, and progression through KS1 to support success in the future. Over the year, the children will experience using a range of resources and representations, including a small abacus-like piece of equipment called a rekenrek. We will be following the Mastering Number Programme with our Reception Year 1 and Year 2 children.

Mastering Number (Key stage 2)

Knowledge of multiplication and division and its applications forms the single most important aspect of the KS2 curriculum, and is the gateway to success at secondary school. This project enables pupils in Years 4 and 5 to develop fluency in multiplication and division facts, and a confidence and flexibility with number that exemplifies good number sense.

Intent

• All classroom teachers will deliver a rich, broad, skills-based maths curriculum. 
• Work will be accessible to all learners.  
• Pupils maths work will show progression, both in fluency and in applying the knowledge in problem solving situations. 
• The reasoning involved in maths will prepare the pupils to become life-long learners with maths skills they can access. 
• Maths will not just happen in maths lessons but be celebrated through different events through the year. 
• Reasoning skills, well taught, will create curious learners. 
• Solid fluency skills will allow pupils to be happy in their maths ability. 
• Confident staff will have a good understanding of how to teach maths and why we ensure pupils understand and can discuss maths decisions. 
• Pupils can work independently, applying previous, linked knowledge. 
• All pupils have opportunities to share their maths knowledge. 
• Parents understand how maths is taught.  
• Pupils enjoy mathematics and feel confident in their understanding. 
• Pupils enjoy mathematics and feel confident in their understanding.

Implementation

• Development of consistency across planning with fluency, reasoning and problem solving valued in all year groups.  
• Rigorous quality control system. 
• Opportunity for staff to observe good practice. 
• Good subject knowledge – CPD provided within and across trust to support and enable further teacher improvement 
• Cross curricular use of maths encouraged in other subjects 
• Teaching will be constantly evolving as examples of improved practice or resources are shared and applied 
• Moderation will be carried out within the trust and, where possible, with LEA. Conclusions will be fed back and acted upon across the trust. 
• Pupils will have access to well-planned, rich experiences. 
• The curriculum will be accessible to all pupils, with scaffolding or adaption as necessary. 
• Parents have opportunities to see how maths is taught in school. 

Impact

• Confident learners, staff and parents. 
• A coherent curriculum that provides a wide range of opportunities with repetition. 
• A smooth transition across key stages. 
• Memorable maths experiences. 
• Happy, confident learners with good mental health. 
• Development of inquisitive learners. 
• Prior knowledge continually re-visited and built upon.

Guidance