Maths Statement of Intent:
At Wilbraham Primary School, we follow a teaching for depth approach to mathematics, which is sometimes termed mastery. This approach enables all children to master the mathematics curriculum and draws inspiration from a range of sources. It draws heavily upon research conducted by the EEF (Education Endowment Fund) and their recommendations.
The national curriculum for mathematics aims to ensure that all pupils:
- become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
- can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
At Wilbraham Primary School, these three elements are embedded within maths lessons and are developed over time. Maths is a rich and interconnected subject and our aim is to support children to move fluently between different concepts and different representations of mathematical ideas, through both procedural and conceptual variation. Programmes of study are carefully designed to enable children to make these rich connections across mathematical ideas and to develop fluency, reasoning and their confidence to solve increasingly sophisticated problems.
Our approach aims to provide all children with full access to a creative and engaging curriculum, enabling them to develop their independence, confidence and competence. Concepts are taught through manageable small steps which build on skills children have learnt. We use mistakes and misconceptions as an essential part of learning and enable children to acquire maths skills that can be recalled quickly and transferred and applied in different contexts.
Our expectation is that the majority of pupils move through the programmes of study at broadly the same pace. Decisions about when to progress will always be based on the security and depth of the pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly work on further challenge within the learning block rather than be accelerated through new content. Those who are not sufficiently fluent with each mathematical concept will consolidate their understanding through additional practise before moving on.
Underpinning our pedagogy, is the belief that all children can learn mathematics and that high quality mathematics education provides a foundation for understanding the wider world and a tool for life.
?To see the Maths curriculum overview and the current long term plans for each year group click below.
Long term plans are informed by the NCETM Curriculum Prioritisation materials and are working documents. Children may move through some units faster than expected, others may take more time to allow us to ensure learning is embedded. The plans are updated half-termly to reflect this.