Here at Hadrian Park Primary School, we believe mathematics plays a vital part in children’s development throughout school. From the moment they enter Nursery, through to the moment they leave us in Year 6, we are committed to ensuring that our children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics.

Our Curriculum aims :-

· Allows children to be a part of creative and engaging lessons that will give them a range of opportunities to EXPLORE mathematics following a mastery curriculum approach.

· Gives each pupil a chance to BELIEVE in themselves as mathematicians and develop the power of resilience and perseverance when faced with mathematical challenges, using the growth mindset approach.

· Recognises that mathematics underpins much of our daily lives and therefore is of paramount importance in order that children ASPIRE and become successful in the next stages of their learning.

· Engages all children and entitles them to the same quality of teaching and learning opportunities, striving to ACHIEVE their potential, as they belong to our school community.

· Provides equal opportunities for children to apply their mathematical knowledge to other subjects (cross-curricular links).

· Develops children’s fluency so that they are able to select the most appropriate method to solve a problem. Children are able to recall known mathematical facts to support them in solving these problems.

· Develops children’s ability to problem solve and reason in a variety of different contexts, applying their mathematical knowledge in different ways.

· Supports children in making links between existing knowledge and learnt knowledge.

· Provides children with memorable learning experiences and regular opportunities to revisit their previous learning to enable children to store these mathematical concepts in their long term memory so that knowledge sticks.

· Ensures previous year group concepts are revisited so that children can continue to progress through new taught concepts within their current year group

· Ensures children are fluent in all times tables up to 12x12 by the time they leave Year 4, and if they are not, to provide personalised interventions in order to achieve this

· Is in line with the expectations in the National Curriculum 2014.

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 Y6. Each year group follows the objectives outlined in the National Curriculum. The White Rose Maths scheme is utilised to support all teachers in planning and delivering lessons that meet the year group objectives within the National Curriculum and to ensure that all content is covered by the end of the academic year, at a stage appropriate to each child’s needs.

Teaching and Learning, Content and Sequence

In school, we follow the national curriculum, utilise the White Rose Schemes of Work and NCETM Ready to Progress documentation as a guide to support teachers with their planning and assessment. Within White Rose Maths, children are exposed to elements of fluency, reasoning and problem solving as the lessons are designed around these three mathematical elements. Regardless of ability, all children should have access to fluency, reasoning and problem solving as well as opportunities to show greater depth of understanding, for example through the use of questioning appropriate to the ability of the child. Personalised learning enables children to work at their own pace and Mathletics is used to support learning both at home and to supplement and extend learning in class. In EYFS the `Statutory Framework for the Early Years Foundation Stage` and the non-statutory guidance of `Mastering

Number’ provides the long term planning. To support further with their planning and provision, teachers have access to the White Rose Maths Early Years resources. The calculation policy is used within school to ensure progression and a consistent approach to teaching the four operations over time. Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge. In order to aid teachers in designing a creative and engaging curriculum, we have access to the following to supplement White Rose Maths:

- Deepening Understanding

- NRICH

- NCETM

- DfE Non-Statutory Mathematics guidance

- Mathletics

The DfE Non-Statutory guidance is referred to when planning to ensure that any gaps in learning are addressed due to the national lockdown in March 2020. Teachers revisit and review concepts from the previously taught year groups before moving onto current year group content. Practice and consolidation play a central role in ensure learning is deeply embedded into pupils long term memory. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts. Every class from Year 1 to Year 6 complete a daily ‘Challenge 20’ task, providing children with the opportunity to embed fluency skills focusing on mental calculations. These tasks are designed to enable children to practise previously taught skills.

Within the EYFS and KS1, children are following the ‘Mastering Number’ scheme of work which incorporate Numbots to practise and learn their number facts. Within Years 1 and 2, children are also focusing on multiplication and division facts using Times Table Rockstars.

Within Year 3 and Year 4, multiplication facts are reviewed daily to encourage children to be able to learn and recall multiplication and related division facts confidently. All children from Year 1 to Year 6 have access to Times Table Rockstars to continually practise their multiplication and division facts at home and time is also set aside in class on a daily basis. Within Year 3 and 4, this is reviewed weekly to target specific times tables and provide focus for the weeks multiplication teaching. Times Table Rockstar’s can be accessed both at

school and at home for all children from Years 1 to 6. Daily battles take place in class and effort and achievement is celebrated during assembly on Friday afternoon.

Language is a crucial part of mathematics and we ensure that children are exposed to a range of mathematical vocabulary via the use of stem sentences, which are displayed in the classroom and referred to. Teachers will also use precise and targeted questioning to help develop children’s understanding. Right from the beginning, in EYFS, and throughout School, children are encouraged to talk and wonder about mathematics, and further encouraged to explain their thinking and use `because` to demonstrate their understanding.

Children are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts. Within lessons, children have access to concrete resources in order to help them embed and understand new knowledge. Children have access to concrete resources before moving onto pictorial representations and abstract problems. Procedural and conceptual variation is used to support children in achieving a deeper understanding of taught concepts. Children work on the objective at whatever entrance stage they are assessed as being at. Children can ACQUIRE the skill, APPLY the skill or DEEPEN the skill within the lesson and are provided with the opportunity to move through the different stages of their learning at their own pace. Children with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support as necessary. For those children who are working outside of the year group curriculum, individual learning activities are provided to ensure their progress and consolidation of learning.

At Hadrian Park Primary School, reasoning and problem solving are integral to the activities children are given daily to develop their mathematical thinking. This is in addition to daily fluency tasks. A love of maths is encouraged throughout school through links with others subjects, applying a range of skills with growing independence.

Leadership, Assessment and Feedback

At Hadrian Park Primary School, assessment informs the teaching and learning sequence, and children work on the objectives they are assessed as being at, with interventions used within a ‘keep up not catch up’ culture. Feedback is given on children’s learning in line with our feedback policy. Formative assessment within every lesson helps teachers to identify the children who need more support to achieve the intended outcome and who are ready for greater stretch and challenge through planned questioning or additional activities. Target Tracker is used to support and track this. Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up.

In order to support teacher judgements, children are assessed using current and reliable tests in line with the national curriculum for maths. Gap analysis of any tests that the children complete is undertaken and fed into future planning. Summative assessments are completed at the end of the academic year and reported to parents in the end of year report.