Maths

Intent

We believe that all children can become resilient problem solvers who, when equipped with a range of different strategies, can solve mathematical problems and explain their reasoning.

We aim for all children:

• to become fluent in the fundamentals of maths, 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.
• to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.

to be able to solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Implementation

At the Free School Norwich we teach the Maths Mastery method. This encompasses a concrete, pictorial, abstract method that is key to establishing and embedding a deeper understanding of Mathematics. Concrete manipulatives (counters etc.) are used to enable pupils to visualise mathematical concepts. Once children are able to access a problem using concrete apparatus, pictorial representations are used to facilitate learning, followed by being able to complete problems using more abstract mathematical methods.

What does maths look like?

Each lesson focuses on the following:

• Coherence: teaching is designed to enable a coherent learning progression through the curriculum, providing access for all pupils to develop a deep and connected understanding of mathematics that they can apply in a range of contexts.
• Representation and structure: teachers carefully select representations of mathematics to expose mathematical structure. The intention is to support pupils in ‘seeing’ the mathematics, rather than using the representation as a tool to ‘do’ the mathematics. These representations become mental images that students can use to think about mathematics, supporting them to achieve a deep understanding of mathematical structures and connections.
• Developing mathematical thinking: mathematical thinking is central to how pupils learn mathematics and includes looking for patterns and relationships, making connections, conjecturing, reasoning, and generalising. Pupils should actively engage in mathematical thinking in all lessons, communicating their ideas using precise mathematical language.
• Fluency: efficient, accurate recall of key number facts and procedures is essential for fluency, freeing pupils’ minds to think deeply about concepts and problems, but fluency demands more than this. It requires pupils to have the flexibility to move between different contexts and representations of mathematics, to recognise relationships and make connections, and to choose appropriate methods and strategies to solve problems.
• Variation: the purpose of variation is to draw closer attention to a key feature of a mathematical concept or structure through varying some elements while keeping others constant.

Children will be taught key concepts at the beginning of the lesson which are then applied to a variety of different tasks. Time is given for children to explain their thinking and prove their methods through clear reasoning and justification. Throughout lessons, children work alongside learning partners to discuss concepts and the ways they have worked out problems. This process ensures that children understand the process, but more importantly, why they are doing it. They are given regular opportunities to peer assess and discuss ways of working.

Lessons and activities are designed to encourage children to become more fluent in their problem solving and encourage a higher level of thinking in maths in order to deepen understanding and master concepts. Extension work is provided and there are high expectations of all children regardless of ability.

Impact

Through effective teaching and assessment of maths in school:

• Children will be happy, confident learners who talk enthusiastically about their learning and are eager to further their progress in maths.
• The impact of ‘mastery’ and the emphasis on accurate use of mathematical language will be evident during class/pupil discussions.
• Children’s fluency in number and their ability to explain their reasoning will be seen in their developing problem-solving skills.
• More consistent teaching practices that are well-known to be more effective for pupil progress long term, evident across school.
• Live marking will provide children with more immediate feedback and resolve minor issues of understanding.
• Children will be able to apply their mathematical understanding in a range of real-life situations in the wider community.
• Assessment and data analysis will be increasingly accurate and target children’s needs more effectively.

These factors ensure that we are able to achieve high standards, with achievement at the end of KS2 at least in-line with that of the national average, as well an increasing proportion of children demonstrating greater depth, at the end of each phase. Support

How can I support my child in Maths?

Encouraging a love of numbers throughout childhood helps children to develop strong foundation of understanding, which is often referred to as having good number sense. Children with a strong number sense understand the relationships between numbers and can be more creative, systematic and reflective mathematical thinkers.

• Engage with the maths around you – look for shapes (road signs) and numbers (number plates) and discuss what you see – and don’t see.
• Play card and board games with your child – look for patterns and discuss strategies with each other.
• Shop together and allow your child to compare and calculate costs of items in your shopping basket.
• Cook together – look at recipes and compare the measures of items, weigh ingredients and look for opportunities to adjust portions in recipes.
• Take the bus somewhere and ask your child to help to read the timetable and to plan your journey.
• Ask your child to tell you the time whenever possible allowing them to familiarise themselves with clocks

Curriculum Progression

Your Child Will Learn…