Intent

At Helmdon, we believe in providing an approach to teaching and learning Maths which helps prepare children for their next stage of education and for everyday life. Our intent is to provide a curriculum based upon the statutory legal requirements of the New National Curriculum 2014; which embraces a wide range of learning opportunities to develop our pupils’ ability to reason mathematically, problem solve and develop procedural fluency and conceptual understanding in each strand of the curriculum.

We intend to deliver a curriculum that allows pupils to be part of engaging lessons allowing them to explore maths in depth, using mathematical vocabulary to reason and explain their processes and understanding.

We encourage resilience and create an environment that celebrates the fact that perseverance is often a necessary step in learning. We give each pupil a chance to believe in themselves as mathematicians.

To achieve our intent, we provide a rich, balanced and progressive curriculum which caters to the needs of all pupils and entitles them to the same quality of teaching and learning opportunities, allowing them to achieve their potential. At the core of our curriculum is the concrete, pictorial and abstract approach to maths. The children are taught and encouraged to explain their choice of methods and develop their mathematical reasoning skills and to recognise that mathematics underpins much of our daily lives.

In addition, we have 2 key themes running through our maths curriculum: oracy (say it, explain it) and application (use it).

Our oracy key theme is often presented to children in their daily lessons  as:

 ' I say, you say, you say, we say' 

This way of communicating the key stem sentences allows our children to use the correct mathematical language and through the repetition, memorise the key points of their learning.

Implementation

At Helmdon our approach to implementation is developed through secure understanding of the curriculum and subject area.

For maths, our long term planning follows the National Curriculum 2014 and White Rose Maths Hub planning documents . Weekly and daily lessons are supported by the use of the White Rose Maths Hub materials in addition to using a variety of other planning resources that provide a bespoke teaching and learning experience that is designed to interest, inform and inspire our children.

We use prior knowledge as a starting point for all future planning and teaching, we plan lessons which are required for all pupils to make good progress.

 Lessons are engaging and follow a cycle of planning, to ensure that we can evidence progress over short and long periods of time

 Lessons use a Concrete, Pictorial and Abstract approach which scaffolds and guides children and allows access to the learning at all levels.

We recognise the importance of rapid recall of key facts and make mental recall and repeated revisiting of previous learning integral to lessons.  A large emphasis is placed on pupil engagement and we design lessons which involve all pupils using questioning and modelling at the centre of every lesson.

Assessment informs the teaching and learning sequence, and children work on the objectives they are assessed as being at.

 Children who not making the required progress are given extra support through booster sessions and support in class in order to meet our INTENT of developing pupils academically.Formative assessment within every lesson helps teachers to identify the children who need more support to achieve the intended outcome and those who are ready for greater stretch and challenge through planned questioning or additional activities.

Impact

The impact of the Maths teaching at Helmdon Primary School is:

• Engaged children who are all challenged.
• Confident children who can all talk about Maths and their learning and the links between Mathematical topics.
• Lessons that use a variety of resources to support learning.
• Different representations of mathematical concepts.
• Learning that is tracked and monitored to ensure all children make good progress.