Intent

The intent of our mathematics curriculum is to ensure all children approach maths with enthusiasm and positivity. We believe that all children can do maths, including those with special educational needs and who are categorized as disadvantaged learners. By developing and embedding a Mastery approach we will provide children with a secure foundation for understanding number, reasoning, thinking logically and problem solving. Children will approach mathematical challenges with resilience so that they are fully prepared for the future. We want them to know that maths is essential to everyday life and that our children are confident and independent mathematicians who are not afraid to take risks. It is essential that both the attitudes and skills we teach in Mathematics are embedded throughout all strands of the National Curriculum.

Implementation

Our implementation is developed through secure understanding of maths within the curriculum and as a subject area.

Teaching and Learning, Content and Sequence

•  Children are taught the relevant content and objectives for their Year Group from the National Curriculum 2014
• We plan an effective maths curriculum which will meet the needs of all learners; making adjustments where necessary to ensure that children with Special Educational Needs and those who are categorised as Disadvantaged Learners are able to achieve their full potential. 
• At St. Patrick's Catholic Primary School, our mathematics curriculum is sequentially taught in small steps to secure achievement for all, allowing children to build upon previous learning and make meaningful, cross-curricular links across subjects.
• By following The White Rose scheme of work, children can first gain fluency in a new skill, then develop an ability to give reasons for their choices and finally apply their skills to solve problems, as their understanding deepens.
• Daily lessons begin with a short starter called a Wizard Warm-up to revisit prior learning and embed skills into long-term memory.
• A wide range of manipulatives are readily available across the school to support and challenge learners, moving them seamlessly through the concrete, pictorial, and abstract (CPA) stages as they explore and master new mathematical concepts.
• Explicit mathematical language is critical across the school, with precise vocabulary expected from all staff and children and scaffolded daily through class mathematics working walls.
• Digital platforms including Times Tables Rockstars and Professor Assessor are used both at home and in school to embed learning, build fluency, and motivate pupils.

Leadership, Assessment and Feedback

•  Assessment informs the teaching and learning sequence. Through regular formative and summative assessment, teachers regularly adapt their plans to ensure that any gaps in knowledge are filled so that children are ready to move on with their learning.
•  Where necessary, children may be given additional support through a variety of strategies; booster sessions, interventions, extra adult support in class in order to meet our intent of ensuring that all children achieve and enjoy mathematics.
•  Feedback is given on children’s learning in line with our marking policy. Children are given timely feedback both verbally within lessons and through marking. Children are given the opportunity to respond to this feedback and are encouraged to self-reflect regularly.
• Summative assessments are completed four times a year. There is a baseline assessment in September and then further summative assessment in the Autumn, Spring and a final assessment in the Summer term. The maths leader works alongside the SLT; key data is analysed and regular feedback is provided to class teachers.

Impact

• The impact of our mathematics curriculum is demonstrated by confident, resilient pupils who speak enthusiastically about maths and exhibit high levels of engagement. Through a well-sequenced curriculum, children develop strong mathematical fluency, demonstrating quick and accurate recall of basic facts and multiplication tables. Pupils confidently use age-appropriate mathematical vocabulary to explain their thinking, justify their methods, and identify patterns. Regular formative tracking and summative outcomes show that all groups of learners, including those with SEND and Disadvantaged Learners, make strong progress from their individual starting points. Our children leave as independent, mathematically literate individuals who recognize the real-world value of maths and possess the essential foundational skills required for the next stage of their education. 

Below you will find our Long-Term Planning Overview for the whole school. We use White Rose Maths to support us in planning and delivering our maths curriculum. 

NB: At Saint Patrick's we are always reviewing our curriculum, ensuring that it is most suitable for our school and our children. Therefore, these units are subject to change and we will ensure that the most up to date version is available. 

Please click here to see the National Curriculum Programmes of Study In Maths