Statement of Intent

Mathematics equips pupils with a uniquely powerful set of tools to understand and change the world. These tools include mathematical fluency, reasoning, problem solving skills and the ability to think in abstract ways. Mathematics is important in everyday life. It is integral to all aspects of life and with this in mind we endeavour to ensure that children develop a positive and enthusiastic attitude towards mathematics that will stay with them.

The National Curriculum for Mathematics (2014) describes in detail what pupils must learn in each year group. Combined with our Calculation Policy and Action Plan (which both act as an appendicies to this policy), this ensures continuity, progression and high expectations for attainment in mathematics.

At Rosehill Junior School, we use the National Curriculum for Mathematics (2014) as the basis of our mathematics programme which is based on the ‘Mastery’ method of mathematics teaching. We are committed to ensuring that all pupils achieve mastery in the key concepts of mathematics, appropriate for their age group, in order that they make genuine progress and avoid gaps in their understanding. Rosehill Junior School utilises the White Rose Maths Schemes of Learning for Mastery. By adopting a Mastery approach to the teaching of mathematics, we will ensure that all pupils reach their potential in the subject through the focused teaching of fluency, reasoning and problem solving.

 Aims / Intent

· To foster a positive attitude to mathematics as an interesting and attractive part of the curriculum.

· To develop the ability to think clearly and logically with confidence, flexibility and independence of thought.

· To develop a deeper understanding of mathematics through a process of enquiry and investigation.

· To develop an understanding of the connectivity of patterns and relationships within mathematics.

· To develop the ability to apply knowledge, skills and ideas in real life contexts outside the classroom, and become aware of the uses of mathematics in the wider world.

· To develop an ability and inclination to work both alone and cooperatively to solve mathematical problems developing qualities such as resilience, independent thinking, cooperation and self-confidence through a sense of achievement and success. 

Statement of Implementation

The school uses a variety of teaching and learning styles in mathematics lessons during each lesson but with our Mastery approach at the heart of learning. Teachers are encouraged to use adaptive teaching methods as opposed to pre-set differentiation. Within this adaptive teaching, children are encouraged to utilise the manipulatives that they feel can help them explore the problem they are tackling. Depending on the lesson/ability of the child, manipulatives may be provided directly in order to help the child access the learning.

Our teachers strive to plan and teach mathematics lessons that achieve the following:

• Build children’s confidence and self-esteem.

• Develop children’s independence.

• Allow all children to experience regular success.

• Contextualise mathematics.

• Use practical approaches to mathematics (manipulatives, models and images where appropriate).

• Encourage children to independently select resources to help them.

• Challenge children of all abilities.

• Encourage children to enjoy mathematics.

• Develop a child’s understanding of mathematical language and key mathematical vocabulary.

• Learn from teachers, peers and their own mistakes.

• Allow children to ask questions as well as answer them.

How will we implement our implementation? To provide adequate time for developing mathematics, maths is taught daily and discretely. However, application of skills are linked across the curriculum where appropriate. As part of our whole school curriculum, teachers and learners look for any opportunity to make cross-curricular links both during mathematics lessons (to other subjects) and in lessons of other subjects (to maths). This helps to develop our children’s ability to understand that maths can be applied and utilised in real life situations. See the full Maths Policy for further information.

Statement of Impact

Our pupils should:

• Have a well-developed sense of the size of a number and where it fits into the number system (place value).

• Know by heart number facts such as number bonds, multiplication tables, doubles and halves.

• Use what they know by heart to figure out numbers mentally.

• Calculate accurately and efficiently both mentally and in writing, drawing on a range of calculation strategies.

• Make sense of number problems, including non-routine/’real’ problems and identify the operations needed to solve them.

• Explain their methods and reasoning, using correct mathematical terms.

• Judge whether their answers are reasonable and have strategies for checking them where necessary.

• Suggest suitable units for measuring and make sensible estimates of measurements.

• Explain and make predictions from the numbers in graphs, diagrams, charts and tables.

• Develop spatial awareness and an understanding of the properties of 2D and 3D shapes.

• Make cross-curricular links demonstrating an awareness of mathematics in everyday life and how maths can be applied to other subject areas.