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The Mount Stewart Schools

Mathematics

Maths Curriculum Statement

 

‘Mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education, therefore, provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.’  DFE National Curriculum 2014

 

Intent:

Throughout our Federation, we encourage our children to view mathematics as a related subject that is very relevant to the world around them - not just within a classroom. We ensure that our children understand the importance of mathematics in their everyday lives and realise the embedded mathematical links present within all other subjects. Our mathematical curriculum aims to instil a life-long passion for reasoning and problem-solving in our children. We want pupils at Mount Stewart to enjoy maths.  We want pupils at Mount Stewart to see that, if they work hard, they can solve challenging problems, and we want pupils to see the value in everyday mathematics.  It is endorsed across the curriculum to give pupils a deeper understanding of mathematics's role in their lives.

Implementation:

During maths lessons, pupils are given opportunities to work both collaboratively and independently. This allows our children to develop independence and become confident mathematicians who comfortably engage in mathematical dialogue and problem-solving. It also provides pupils with a deeper understanding of the subject and ensures pupils fully understand what they are learning. Mount Stewart teaches the national curriculum, seen in the documents below.  This starts with the EYFS early learning goals and progresses through KS1 and KS2.  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 various routine and non-routine problems with increasing sophistication, including breaking down problems into a series of more straightforward steps and persevering in seeking solutions.

 

To support our teaching at Mount Stewart, we follow the (HfL) Herts for Learning Essential Maths schemes of work in Reception, Key Stage 1 and Key Stage 2.  We encourage all teachers to adapt planning to meet the needs of the children - not follow the scheme blindly.

At Mount Stewart, we believe that every child can achieve their very best in maths. To enable all children to access the curriculum and achieve full potential, we teach mathematical concepts using various strategies based upon the foundation of a Concrete, Pictorial, Abstract (CPA) approach with pupils being able to move fluently between representations of mathematical ideas. The CPA (Concrete Pictorial and Abstract) method uses objects for children to add, subtract, multiply, or divide. They then use pictorial representations of the object, and ultimately, abstract symbols.

 

Teachers will follow the teaching sequences and use resources provided by HfL Essential Maths. Still, we encourage teachers to plan for the needs of the children, spend time studying areas, set out through the programmes of study in the National Curriculum that require the most attention.  The overall aim for all children is to achieve mastery. Mastery of mathematics is something that we want all pupils to acquire, or rather to continue gaining throughout their school lives and beyond

Impact:

Assessment for learning is embedded deeply across the school to assess that children have learnt more and remembered more each day and can be seen in all year groups and all lessons.  Pupils regularly use low stakes quizzes and other assessments to help guide their teachers into crafting assignments to meet the needs of all children.  Pupils complete assessment checkpoints three times a year, 380 Mental Arithmetic tests half termly, and end of unit tests to gauge their understanding and assess their progress.  We use regular summative assessments to inform teachers, parents and pupils on their outcomes and relish the challenge of the end of Key Stage SATs tests.  This can be found under Performance Data and Ofsted within this website.

Ultimately we judge our impact on the mathematicians we see at the end of Year 6.  Here we always hope to find able pupils who can apply what they have learnt and pupils ready to progress to the next stage of their education. 

NSPCC Number Day

Our learning in Maths

TMSS_Maths Statement of Intent, Implementation and Impact

380 Maths Assessment

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