Mathematics

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 “Together, we believe, achieve and enjoy”

Through our vision, we serve our community by providing an inclusive, happy, secure and caring Christian environment where all are valued and respected. We believe that God loves all his children unconditionally and values the uniqueness of the individual and recognise the diversity and range of contributions that each child can make. In our maths curriculum, we place an important emphasis on mastery in mathematics, particularly real-life maths making it as meaningful as possible for our children.

Following the Church of England's Vision for Education 'Life in all its fullness' John 10:10, we provide a high-quality education within a creative, stimulating, encouraging and mutually supportive environment where children are enabled to develop the skills that they require to become successful in maths. Mathematics, a universal language that enables understanding of the world, is an integral part of the curriculum. Attainment in the subject is also the key to opening new doors to further study and employment.

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Our five Crown Principles drive our maths curriculum.

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Challenge

Through the ‘challenge’ curriculum driver we want our children to thrive on mathematical challenges. We plan a teaching sequence of lessons to include the elements of fluency, reasoning and problem solving. All staff have high expectations of pupils in lessons and expect them to demonstrate their understanding in a variety of ways using the concrete, pictorial, abstract approach.

Resilience

Through the ‘resilience’ curriculum driver, we focus on resilience as a large element of our maths lessons. We have high expectations within our maths curriculum focusing on the mastery approach to teaching mathematics. Every lesson has a ‘focus on feedback’ section. Children are expected to access this in daily lessons and fix any misconceptions or to challenge themselves further. Children develop fluency and then apply their knowledge to reasoning and problem solving tasks to support their resilience when facing new challenges.

Opportunities

Through ‘opportunities’, we raise aspirations to broaden our children’s horizons – opening their eyes to the myriad careers they might pursue. We strive to provide all children with mathematical experiences, not just in maths lessons, but in other lessons and events happening within school. Maths Ambassadors help facilitate and organise mathematics-based events and links. We have maths challenges on the newsletter fortnightly. We strive to ensure our pupils have a clear understanding of the link between achieving well and having goals for the future.

Wellbeing 

At Queen’s Park, we understand that happiness is linked to personal growth, health and development. We ensure our children are happy, healthy individuals. In maths, we aim for all children to be confident and happy mathematicians in every lesson. Work is adapted to meet the needs of all learners allowing children to feel confident, building self-esteem. 

kNowledge

Through the ‘kNowledge’ curriculum driver, we encourage our children to be resourceful learners. ‘kNowledge’ is a vital part of mathematics at Queen’s Park. We don’t only just provide children with knowledge to apply to academic tests, we aim to make our children life-long mathematicians by linking maths to real life situations making it meaningful. Our teachers teach with the aim to ensure pupils have sufficient knowledge to progress through primary school and beyond.

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Being a mathematician means that disciplinary and substantive knowledge complement each other harmoniously.

Mathematics at Queen’s Park has it foundations set in the three strands of the Primary National Curriculum: fluency, reasoning and problem solving.

We have an emphasis on revisiting prior learning and deepening knowledge with a focus on a mastery approach to deepen understanding. Our lesson structure, our methodical curriculum planning and our teachers’ use of precise questions enables our children to have a firm grasp of:

  • Declarative knowledge (facts and figures -I know that)
  • Procedural knowledge (methods-I how how)
  • Conditional knowledge (reasoning and problem solving – I know when)
  • This knowledge will then lead to Conceptual Understanding (making mathematical connections – I know why…)

Within the wider curriculum, subject leaders have worked to ensure that maths links in other subjects are exploited wherever possible and there are definite links to real life maths.

 

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Our planning documents have been created by the maths lead to ensure clear granular detail in terms of sequencing in maths, this is progress within a lesson and across a learning sequence.

Sequences of learning allow pupils to practice and become proficient with the facts and methods they need in order to develop their understanding to reason and to develop skills in problem-solving activities. Our maths long term plan shows progression is based on the three strands from the Primary National Curriculum: fluency, reasoning and problem solving. There is a clear emphasis on revisiting prior learning and deepening knowledge throughout the year with a focus on a mastery approach to deepen understanding. Our maths curriculum is designed to help pupils to gain increasing mathematical automaticity to build confidence in their ability. Our planning is developed into flexible small steps in order to meet the need of our children. This allows teachers to plan in a more targeted way to best support progress.  An example of our long-term plan is shown below.

It is important to note, that based on the needs of a particular cohort, the topics maybe taught in a different order than shown on this plan.

 

 

 

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Our planning shows a clear sequential progression from concrete to pictorial to abstract so that our pupils gain a secure and deep learning of all concepts in maths. Progression in the teaching of calculation is displayed within our Calculation Policy, which has been carefully planned to ensure sequential learning is embedded across year groups so that children always build on prior knowledge when learning a new concept. Calculation methods are taught across the school by linking manipulatives with formal and informal methods, e.g., use of ten grids leading to pictorial methods then to formal addition and subtraction: number lines leading to mental methods.

The Calculation Policy shows key knowledge, vocabulary and skills from EYFS – Year 6.

 

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Vocabulary is V.I.T.A.L in Maths

Valued

We value vocabulary in maths and it underpins everything we do.

Identified

Mathematical vocabulary is identified by the teacher in every maths lesson and is explicitly planned for. It has also been highlighted with the Calculations Policy by the maths lead.

Taught

Vocabulary is explicitly taught in every lesson. It is an integral part of our seven-part lesson structure. Vocabulary is displayed on our working walls.

Applied

Once vocabulary is taught, it is applied. Children apply their vocabulary in their talk tasks and by using and identifying it with their independent tasks. Mathematical vocabulary will be used in reasoning and problems solving tasks, to further embed children’s understanding and within assessment outcomes in maths.

Learned

Vocabulary is revisited and relearned. Vocabulary sticks in the children’s long-term memory. Lesson by lesson, year by year, children revisit and relearn key mathematical vocabulary

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Through an ‘explosion of experiences’, our youngest mathematicians are exposed to the foundations of their maths learning. Carefully planned maths experiences are provided for our children. High quality lessons, stories and rhymes and continuous provision in EYFS provides the building blocks for our Queen’s Park mathematicians. Maths vocabulary is planned for and staff ensure children are exposed to the correct terminology when exploring experiences that have mathematical links. Staff are role models in demonstrating mathematical vocabulary and this is further enhanced in our excellent provision. The foundations of maths learning in EYFS is linked to Year 1 and beyond.

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Year 1 to Year 6

Year on year, children will build upon their mathematical knowledge, skills and vocabulary. The maths lead has created a meaningful, sequential learning journey to teach and learn mathematics. Careful curriculum thinking and planning ensures that our children have the subject knowledge and components embedded in their long-term memories.

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Pedagogy

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Both our staff and children are enthusiastic about maths. Through ongoing quality CPD, we strive to ensure our teachers have expert knowledge of the maths that they teach. Our pedagogy is firmly based upon our curriculum intent of embedding concepts into long-term memory so that they are able to be recalled, to ensure substantive and disciplinary knowledge and skills can be applied fluently. Recap sessions within our seven-part lesson structure is designed to ‘interrupt the forgetting’.

Our ‘Queen’s Park Quality First Teaching’ model ensures that lessons are effectively sequenced so that new knowledge and skills build on what has been taught before and towards defined end points. Pre-assessments are planned with the lesson structure to support staff when planning for learning

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The sequence of lessons across maths follows the same structure:

Each block of lessons, follows this structure so prior knowledge is constantly revisited and transferred to long term memory.

Maths lessons include scaffold or challenge ensure all learners have access a well-planned and meaningful maths curriculum.  If appropriate, these lessons are modified to meet the needs of the individual.

 

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We understand that we may not see the true impact of our maths curriculum on our children as our maths curriculum is just the beginning of a lifetime of learning.

Our well-constructed and well-taught maths curriculum leads to great outcomes. At Queen’s Park, our philosophy is that broad and balanced leads to great outcomes and meeting end points at the end of each key stage. National assessments are useful indicators of the outcomes our children achieve.

We ensure all groups of children are given the knowledge and cultural capital they need to succeed in life. We strive to ensure that our children are equipped with the skills (through a growth mindset approach) to fluently be able to retrieve key facts from their semantic memory.

The quality of our children’s work, at every stage, is of a high standard. All learning is built towards an end point and at each stage of their education, we prepare our children for the next stage.

We ensure all our children are fluent in maths to a stage appropriate level.

The impact of Queen’s Park maths curriculum is measured through the following:

  • Assessment
  • National test data
  • Pupil voice
  • Progress evident in children’s books
  • Seeking views of parents where appropriate
  • Progress evident in children’s books and record of experiences

Seeking views of parents where appropriate

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