At Eastry C.E Primary School we want every child to be happy, enthusiastic learners of mathematics who are eager to achieve their very best in order to fulfil their God-given talents. We firmly believe that the recipe for success is high quality teaching in mathematics, which is central to the life of our happy, caring school.
• All teachers follow the White Rose Scheme of mathematics to ensure coverage and consistency across the School.
• Each lesson is introduced through a ‘learning question’ which enables open ended learning opportunities.
• Maths is given high importance within each class timetable and is taught daily. Though opportunities for maths skills to be applied through other areas of the curriculum, such as science and design, are also given.
• A high-quality mathematics education is taught providing a foundation for understanding the world, developing the ability to reason mathematically and encouraging a sense of enjoyment and curiosity about mathematics.
• A clear, well-structured and progressive calculation policy, moving from concrete to abstract concepts is followed rigorously from years R-6, allowing children to develop fluency, make links in their learning, work systematically and use a range of mathematical language in correct context.
• An emphasis on place value understanding will be embedded and developed throughout all areas of maths learning.
• All children have access to starter challenges which, when appropriate, will be evidenced in books, focusing on mental maths calculations with place value understanding being a central priority.
• All staff are highly trained through relevant CPD to ensure that they are able to support and challenge children effectively; with knowledge of developing a mastery of mathematics.
• Steps to success are included in each lesson to ensure that children are aware of expectations and the lessons meet the needs of the curriculum.
• The focus on a mastery approach to mathematics through specific challenges ensures that pupils acquire a deep, long-term, secure and adaptable understanding of the subject.
• Pupils have opportunities to make rich connections across mathematical ideas to develop fluency and competence in solving increasingly sophisticated problems.
• Opportunities for children to show a deeper understanding in mathematics through reasoning is given in each lesson.
• All children have the chance to develop independence and resilience in mathematics through taking responsibility for their learning and choosing highly differentiated and challenging tasks to complete.
• Manipulatives will be accessible in every class for children to use freely, but correctly, in order to develop and support their understanding of place value as well as mathematical concepts and strategies.
• A high quality of learning will respond to the needs of the children through both summative and formative assessment; gap analysis will be swiftly addressed through planning and areas of misconception will be identified through feedback marking.
• Next steps to move children’s learning on, either through challenging them deeper or addressing misconceptions is evident through daily formative assessment
• Interventions are given when appropriate and necessary in order to support children with gaps or misconceptions.
• Our principal aim is that children leave Eastry C.E Primary School with a wide range of skills in mathematics formed through interesting and engaging lessons driven through experiences that enhance every child’s awareness of their own abilities and strengths as a learner; thus ensuring that children take responsibility for their leaning and challenge themselves to achieve the best that they possibly can.
• We aim for children to meet the National Curriculum expectations in mathematics, which will be taught by qualified staff who will support children to develop mastery of concepts and inspire enthusiasm and interest in mathematics; ensuring that maths is a seen as a life-long subject.
• Children will study a high-quality maths curriculum that is both challenging and enjoyable.
• Children will develop into independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement.
• Opportunities will exist for children of all ages to experience learning beyond the classroom. This will allow them to enrich their knowledge by, for example, undertaking maths investigations outdoors, applying maths skills to curriculum subjects and engaging parents in home application of skills through home learning tasks.
• Children will develop a deep understanding of the mathematics they are studying. They will increasingly use their prior knowledge to solve problems and develop the sophistication of Mathematics. This will be done through teacher input as well as independently.
• Children will be provided with a variety of mathematical opportunities which will enable them to make connections in learning leading to greater depth learning, ensuring they are confident mathematicians who are not afraid to take risks.
Maths Calculation Policy