Intent

All pupils at Hempland will

  • become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately;
  • be able to solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios
  • reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.
  • develop ‘number sense’ and have the ability to select efficiently from a range of mental and written strategies.

How Maths links with our school values

Pupils share their ideas with confidence, trusting that they will be respected and valued.  They listen to, extend and evaluate the thoughts of others and learn together.
All children are given rich and varied opportunities to grow and succeed in mathematics, including the chance to learn from their own and others’ mistakes.          
Children are ambitious learners who tackle mathematical challenge without fear of failure.  Staff and children have the determination and belief that all can achieve.
Children develop resilience through risk-taking with confidence.  They persevere in the face of challenge and appreciate that making mistakes is an opportunity to learn. 

Implementation

  • Our mastery approach to the curriculum is designed to develop children’s knowledge, skills and understanding of mathematical concepts from the Early Years through to the end of Year 6.  Through adopting a CPA (concrete, pictorial, abstract) approach, the depth of understanding is built as children are exposed to varied and purposeful representations.  These resources and scaffolding support children in mastering more abstract concepts.  
    • We follow the National Curriculum from Years 1-6 and work towards Early Learning Goals in Early Years, ensuring progression throughout school.
    • Our long-term curriculum plans outline a logical sequence of teaching and suggest what should be taught, when it should be taught and an approximate unit length.
    • Our maths curriculum is supported by the White Rose scheme of work –  a practical teaching tool which breaks down curriculum objectives into ‘Small Steps’ and supports our sequential teaching structure, building on prior knowledge and skills.   
    • Lesson design links to prior learning, includes carefully-selected models and representations to expose the structure of mathematical concepts and is underpinned by the NCETM ‘Five Big Ideas in Teaching for Mastery’.
    • Our curriculum is also enhanced by the delivery of NCETM ‘Mastering Number’ sessions from Early Years to Year 5.  Year 6 complete a daily fluency session based on the needs of the pupils.  These fluency sessions include explicit teaching of additive or multiplicative facts, mental strategies and written methods.  Sessions revisit taught objectives, assess and embed key knowledge and skills, as well as target areas where pupils’ understanding is not yet secure.   
    • Our skills and knowledge progression document outlines children’s prior knowledge, current year group expectations and objectives for following years.  Key vocabulary is outlined to ensure a progressive and  consistent approach across school.
    • The Hempland calculation policy outlines progression in calculations, along with selected representations.
    • Each classroom has a ‘Maths Market’ where resources are readily available to support concrete and visual learning, alongside pictorial representations and abstract methods.  Teachers model the use of these in their teaching.  
    • Children are taught through whole class interactive teaching, which includes clear modelling (I do, we do, you do) and they participate regularly in mathematical discussion with teachers and their peers. They are encouraged to work with the teacher when modelling concepts, collaboratively, with support, and independently.            
    • A working wall in every classroom supports learning which includes ‘This Week’s Learning’, ‘Things to Remember’ and ‘Vocabulary’.
    • Formative assessment for learning takes place on a daily basis, both within and after lessons. This may include targeted questioning, live marking, observation of use of concrete resources, flexible groupings, pupil comments and feedback, hinge questions, whole class reasoning and discussions.
    • Where needed, there are targeted interventions, pre-teach sessions and differentiated work, which is appropriate to their abilities and plans for progression.
    • Summative assessment of learning takes place termly (NFER/Statutory Assessment practice) and in Year 6, half-termly. 

Impact

  • Children enjoy maths and demonstrate a positive and resilient attitude towards the subject.    
  • Children will acquire the skills and knowledge they require to succeed in life and access the next step of their education.
  • Children will work collaboratively and independently with confidence, applying their knowledge to solve increasingly complex problems.  
  • Children will demonstrate quick recall of facts, including addition/subtraction and multiplication/division, including times tables.  
  • Children will be taught and encouraged to select efficient mental and written methods.
  • Children will recognise the relationship between mathematical concepts, having a deep understanding which allows them to make connections, including being aware of the application of mathematics in real life.