“Mathematics is not about numbers, equations, computations or algorithms; it is about understanding.”
William Paul Thuston
At Hempland, all children are taught to enjoy and develop a natural enthusiasm for mathematics. They become fluent in the fundamentals of mathematics, through varied and frequent practice, solving increasingly complex problems over time and are supported by a range of practical and pictorial strategies. They develop logical thinking and reasoning skills through a natural curiosity and investigative approach and learn to solve problems by applying their mathematics to a variety of problems, including breaking them down into a series of simpler steps and persevering when seeking solutions. Children use the opportunity to develop their maths skills across the curriculum and use a wide variety of accurate mathematical vocabulary and language.
What Maths looks like at Hempland
Our mastery approach to the curriculum is designed to develop children’s knowledge and understanding of mathematical concepts from the Early Years through to the end of Year 6.
- We follow the National Curriculum, which ensures consistency and progression throughout the school.
- This is supported by the use of White Rose Maths schemes of work as a guide to support teachers with planning and assessment.
- A calculation policy is used within school to ensure a consistent approach to teaching the four operations.
- Key language is introduced and revisited regularly to develop language acquisition throughout school.
- Children are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts.
- Resources are readily available to assist demonstration of securing a conceptual understanding of the different skills appropriate for each year group.
- Pupils who grasp concepts rapidly are challenged through being offered rich and sophisticated problems before any acceleration through new content.
- Children who are not sufficiently fluent with earlier material consolidate their understanding, including through additional practice, before moving on.
- All children are given appropriate support and/or differentiated activities to allow them to access the mathematics curriculum and to reach their full potential.
- Intervention groups are provided according to needs.
- Reasoning and problem solving are integral to the activities children are given to develop their mathematical thinking.
- Children are encouraged to explore, apply and evaluate their mathematical approach during investigations to develop a deeper understanding.
- A love of maths is encouraged throughout school via links with others subjects, applying an ever growing range of skills with increasing independence.
How we entwine Maths with our Hempland school values
|Cooperation and teamwork are integral to maths and we ensure that all children develop the ability to work in a variety of ways e.g individually, collaboratively, in pairs, small groups and/or as part of a whole class activity. All children are taught to respect and value the ideas of others but also to have the confidence to challenge in the appropriate way.|
|Children are given every opportunity to succeed but also have the chance to learn from their own mistakes and alter their thinking through effective use of problem solving and collaboration.|
|From the youngest child to the oldest child, we have ambition for our children to leave Hempland as confident mathematicians who have developed practical and mental strategies and are able to apply these effectively to real life scenarios.|
|We help children to develop resilience by increasing motivation and perseverance by linking maths to real life situations. We help children to develop confidence in sharing their ideas and throughout school we help to develop the mathematical language to do so accurately.|
How we know our Maths curriculum is successful
Mathematics teaches children to develop their ability to calculate, reason and to solve problems. With our curriculum at Hempland, we develop positive attitudes to mathematics as a core curriculum subject and encourage children to take interest in the mathematics in everyday life and across the school. Formative assessment takes place on a daily basis and teachers adjust planning accordingly to meet the needs of their class. Summative assessment takes place at the end of each term and children’s progress and attainment is discussed with senior leaders in pupil progress meetings. Through moderation of lessons, planning and books we can be sure that progress is made across all year groups.
- Children will demonstrate a quick recall of facts and procedures. This includes the recollection of the times tables.
- Children will show confidence in the four mathematical operations.
- Children will develop the ability to recognise relationships and make connections in maths lessons.
- Children will master mathematical concepts and skills and be able to show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.
- Children will show a high level of pride in the presentation and understanding of their work.