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Curriculum Statements

Maths at Bentinck Primary & Nursery School

 

Curriculum Intent:

 

Our maths curriculum at Bentinck Primary School is designed to equip all of our pupils with the essential mathematical skills that they need for everyday life. As a proudly multi-cultural, inner city school, we celebrate and embrace diversity, and are committed to recognising and fulfilling the potential of all of our pupils. Our goal is to build capable and confident mathematicians, through maths teaching that is challenging, engaging and accessible to all.

 

At the heart of our maths curriculum is a talk-based approach to learning with planned opportunities for collaborative mathematical reasoning and problem solving. Pupils are equipped with the resources and vocabulary required to read and discuss mathematical problems, by developing confidence to explain the strategies they have used. We recognise that the development of number fluency in all pupils is vital, and teaching is carefully tailored to meet a wide range of individual needs.  Children are encouraged to make connections across the areas of maths and to apply mathematical knowledge in other subjects.

 

Ultimately, we aim to cultivate a sense of enjoyment and curiosity through our maths provision. We strive to create motivated, enthusiastic and independent mathematicians, who leave us with the skills and confidence required to succeed in the next stage of their education.

 

Curriculum Implementation:

 

At Bentinck Primary School we have adopted the White Rose Maths Hub long term approach to maths. The WRMH planning is a national project designed to provide schools with the most up to date processes and procedures in Mathematics teaching and learning and has a clear rationale for the sequence of the topics. It is designed to support pupils on their journey to mastery and the White Rose Maths scheme breaks this into small steps, which benefits the children in many ways. The White Rose Maths scheme is used and adapted to suit the needs of each year group.

 

We also use Nottingham’s Number Fluency Programme. This programme aims to improve pupil’s fluency with the additive facts that support all calculation involving addition or subtraction. The programme provides a structured and systematic teaching framework of the strategies for deriving additive root facts quickly and efficiently based on research evidence.

 

The Ready to Progress Criteria materials produced by the DfES and NCETM are also used to support teacher’s planning and teaching of Mathematics at Bentinck.

 

Number fluency and/or number sense sessions are included in weekly plans and are taught daily within KS1 and KS2. Explicit reference to how work will be differentiated for the range of ability groups is shown in planning, including how more able children will be extended and challenged.

 

Our Maths curriculum is designed to allow children time to think, discuss, practise, explore and embed. Curriculum coverage is mapped out carefully from Year 1 to Year 6. Fundamental knowledge and skills are covered at key points throughout the primary phase and repeated to allow pupils to build on what has been taught before. Our aim is to ensure that the three core areas of the National Curriculum are covered in our lessons: fluency, reasoning and problem solving. At the beginning of every maths lesson there will be a number fluency or number sense session. This provides children with the opportunity to have varied and frequent practice (varied fluency – VF) of their maths skills, with the focus on their ability to recall and apply their knowledge rapidly and accurately as well as enable children to use number flexibly and fluidly and provide children with opportunities to make sense of mathematical ideas. A regular repertoire of familiar number sense activities will support retention and help to dispel maths anxiety allowing children’s confidence to grow. Our principal aim is to develop children’s knowledge, skills and understanding of key concepts in mathematics, whilst fostering enthusiasm and confidence.

 

Mathematical vocabulary is an essential part of each lesson and the children need to understand this within the area they are studying and be able to make connections across other areas within this subject. Mathematical talk is a key focus in every lesson and children are provided with the opportunity to reason through their ideas and use their mathematical language.  

 

There is an expectation of a high level of engagement and participation from the children in every lesson and regular opportunities for individual, paired and group activities are included. Tasks and activities are set to embed knowledge, challenge understanding within a classroom environment that allows children to feel confident to take risks. We have adopted the concrete, pictorial and abstract approach; therefore children are provided with opportunities to use a range of appropriate manipulatives and resources in lessons.

 

EYFS

The Development Matters document is used to support the planning of the Early Years curriculum.

 

In F1, maths is integrated into the daily routines including counting, songs, rhymes and stories. There are two formal short taught maths sessions per week with an additional linked maths session during milk and fruit time. The environment, both inside and outside allow for continuous provision of maths across the day.

 

In F2, there are daily Numbertime sessions taught using the White Rose Maths scheme and the NCETM Numberblocks materials. One day per week there is a maths focus which is taught using the White Rose Maths scheme. Children are taught in ability groups. Continuous provision of maths is provided through the environment both in and outside the classroom as well as being integrated in to daily routines.

 

KS1

In year 1, there are daily Numbertime sessions taught using the White Rose Maths scheme, Number Fluency Programme and the NCETM Numberblocks materials. One day per week has a maths focus which is taught using White Rose Maths scheme. Children are taught in ability groups. Continuous provision of maths is provided within the classroom and additional teaching areas within KS1.

 

In year 2 there are daily focussed maths lessons which include a number fluency or number sense session at the beginning of the lesson.

 

KS2

Maths is taught daily across KS2 in focussed sessions. Children in KS2 who are working at a pre key stage level are taught in small focussed targeted groups using carefully tailored planning to suit the needs of the children.

 

Marking & Assessment;

Marking is regular and purposeful with a focus on rewarding effort and valuing work. Consistency is ensured through the use of the school marking policy.

 

Baseline assessments are completed when children enter EYFS both in F1 and F2. In EYFS information is gathered in children’s individual learning journeys and from focussed tasks and specific activities. Assessments are completed termly.

 

In years 2 to 6, the White Rose Maths assessments are used to assess children at the end of each maths unit. Children following the Number Fluency programme in KS1 and KS2 are assessed half termly. There is regular assessment of times tables and division facts within KS2.

 

In F2, KS1 and KS2, teachers track and monitor each child’s progress using the maths skills assessment sheet. These inform teachers of the steps required for continued progress.

 

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