Our aim at Tudor Grange Primary Academy Hockley Heath is to provide stimulating and challenging experiences in maths that result in confident, mathematically skilled and numerate children.

A Mastery Curriculum

Our maths curriculum is aimed at developing mathematical fluency in our pupils, providing them with a deep understanding and the ability to reason and problem solve in a variety of contexts. The term ‘mastery curriculum’ refers to our commitment to ensure that pupils have a secure understanding of each concept, building on their previous knowledge. This involves presenting questions in a variety of ways and challenging pupils to explore maths problems and concepts in depth.

Maths is taught daily. We use a concrete, pictorial, abstract approach to the teaching of maths, where pupils use physical resources (cubes, dienes, counters etc) and pictorial representations to explore mathematical structures before using numbers and symbols. This approach ensures that pupils develop a secure understanding of number, so that they can then apply this knowledge to a variety of problems and situations, rather than just following a method without knowing why a method works. These approaches are not restricted to younger pupils. In fact they are used to introduce and explore learning in all year groups, including Years 5 and 6. Bar models in particular, are useful when exploring high level percentage and algebra questions.

The school uses a variety of teaching and learning methods in mathematics lessons. We do this through daily lessons, which include a mixture of whole class, group, and independent tasks. Pupils may complete practical tasks, be involved in discussions with their peers, work on whiteboards, or in their books for different portions of the lesson.

The independent work set is not ability determined, but progressive. This means that the children are able to work at their own pace to meet their individual needs. Teachers may ask children to repeat similar tasks if additional practice is needed to master a skill, or conversely, skip aspects of the fluency to challenge children with more demanding questions. This approach means that lessons are tailored to fit the needs of individual children. 

Intent

• All classroom teachers will deliver a rich, broad, skills-based maths curriculum.
• Work will be accessible to all learners.
• Pupils maths work will show progression, both in fluency and in applying the knowledge in problem solving situations.
• The reasoning involved in maths will prepare the pupils to become life-long learners with maths skills they can access.
• Maths will not just happen in maths lessons but be celebrated through different events through the year.
• Reasoning skills, well taught, will create curious learners.
• Solid fluency skills will allow pupils to be happy in their maths ability.
• Confident staff will have a good understanding of how to teach maths and why we ensure pupils understand and can discuss maths decisions.
• Pupils can work independently, applying previous, linked knowledge.
• All pupils have opportunities to share their maths knowledge.
• Parents understand how maths is taught.
• Pupils enjoy mathematics and feel confident in their understanding.

Implementation

• Development of consistency across planning with fluency, reasoning and problem solving valued in all year groups.
• Rigorous quality control system.
• Opportunity for staff to observe good practice.
• Good subject knowledge – CPD provided within and across trust to support and enable further teacher improvement
• Cross curricular use of maths encouraged in other subjects
• Teaching will be constantly evolving as examples of improved practice or resources are shared and applied
• Moderation will be carried out within the trust and, where possible, with LEA. Conclusions will be fed back and acted upon across the trust.
• Pupils will have access to well-planned, rich experiences.
• The curriculum will be accessible to all pupils, with scaffolding or adaption as necessary.
• Parents have opportunities to see how maths is taught in school.

Impact

• Confident learners, staff and parents.
• A coherent curriculum that provides a wide range of opportunities with repetition.
• A smooth transition across key stages.
• Memorable maths experiences.
• Happy, confident learners with good mental health.
• Development of inquisitive learners.
• Prior knowledge continually re-visited and built upon.

KIRF – Key Install Recall Facts per Term and Year Group

Autumn 1

Autumn 2

Spring 1

Spring 2