Maths at Hollyfast Primary School
At Hollyfast, we aim to teach a rich, balanced and progressive curriculum using maths to reason, problem solve and develop fluent conceptual understandings in every area of the curriculum. We understand that Mathematics is an essential part of everyday life which enables pupils to make sense of the world around them. We aim to prepare our children for life, in school and beyond, by providing them with the essential mathematical skills they will need.
The National Curriculum for Mathematics aims to ensure that all pupils:
Our intention is to provide a mathematics curriculum that is high-quality, promotes enjoyment and confidence, and inspires curiosity about Maths. We intend our children to develop a deep-rooted and long-term understanding in all areas of Maths through teaching for mastery. Using a concrete, pictorial, abstract approach in lessons ensures every child has access to a wide range of quality manipulatives, models, diagrams and representations, which supports their conceptual understanding and allows them to see the connections between different aspects of the maths curriculum.
Our Maths curriculum covers statutory objectives from the National Curriculum with the key knowledge, skills and understanding mapped out to allow solid foundations to be built upon and encourage a mastery approach. We follow the White Rose Maths schemes of learning and these underpin our maths curriculum. White Rose Maths is a blocked scheme, which allows for depth and breadth of learning within each strand of mathematics. Maths lessons take place daily across the school and are delivered through quality first teaching. Reasoning mathematically and explaining are an important aspect of lessons, as well as being able to problem solve.
Sessions are underpinned by the following principles:
Opportunities are provided for children to rehearse and apply their number and calculation skills, i.e. the mathematical facts, concepts, methods and strategies they have learned. Incorporated within this are opportunities to develop rapid recall of number facts including times tables, number bonds and addition and subtraction facts, and to develop speed and accuracy when performing mental and written calculations.
Teachers carry out formative assessment through AfL in each session and feedback is given to children verbally, through self/peer assessment and through marking. Teachers then use this assessment to influence their planning. Children are rapidly identified as needing further challenge or additional support, and we ensure that this is provided in a timely manner.
Children complete pre- and post-unit assessments for each phase of learning. Results are used to further inform planning and allow for tailored interventions groups to take place to ensure the objectives are secured. More formal assessments take place termly and are used to track attainment and progress.
Whole School Long Term Overview