Mathematics

Intent

‘Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.’ - 2014 National Curriculum

At Manor Primary School, we provide children with a mastery rich mathematics curriculum with the intent of developing confident, happy and resilient learners. The ability to reason, problem solve and recall key facts is of high priority throughout our school, supporting children on their learning journey and promoting good progress.

Implementation

At Manor we follow Power Maths because it enables a consistent, mastery approach with clear progression across the school (from FS2 to Year 6) building on knowledge from year to year with an emphasis on problem solving and investigating maths through everyday situations. At the heart of Power Maths is a clearly structured teaching and learning process that helps make certain that every child masters each maths concept securely and deeply. For each year group, the curriculum is broken down into core concepts, taught in units. A unit divides into smaller learning steps – lessons. Step by step, strong foundations of cumulative knowledge and understanding are built.

What does Maths look like at Manor?

Unit Starter

Each unit begins with a unit starter, which introduces the learning context along with key mathematical vocabulary, structures and representations.

Lesson Structure

Discover - A practical, real-life problem arouses curiosity. Children find the maths through story-telling.

Share - Teacher-led, this interactive section follows the Discover activity and highlights the variety of methods that can be used to solve a single problem.

Think Together - Using I do, we do, you do approach, teacher guides and models thinking with mini whiteboards being utilised to check depth of understanding.

Practice - Using their Practice Books, children work independently to answer questions which follow small steps of progression to deepen learning. Mathematical structures and representations to support understanding as necessary

Reflect - The Reflect section is the opportunity to check how deeply children understand the target concept.

How else do we enrich our Maths Curriculum?

Pixl - Pixl therapies are delivered based on termly assessments. These are used to close the gaps that have been identified.

Numbots & Rockstars - Children spend 10 minutes per day in school on Rockstars or Numbots. We aim for all children to have completed Numbots by the end of Year 2.

Impact

Children are continually assessed throughout their learning journey in order to identify gaps in learning.

Power Maths end of block assessments are used in order to identify gaps and misconceptions in learning. These discussion based assessments are used in order to gather a deeper knowledge of the children's understanding. White Rose End of block assessments are also used so the children are able to show their understanding on paper.

Pixl Assessments are used 3/4 times a year in order to assess children using standardised materials. After the assessment are completed, teacher complete a full QLA in order to identify gaps that need to be filled. Pixl Therapies are identified and delivered in whole class teaching in order to address and fill the gaps that have been identified through assessment.

Mastering Number

Alongside our main maths curriculum and provision, Foundation, Year 1 and Year 2 are delivering the Mastering Number programme. Using a rekenrek, children will develop and secure good number sense before leaving KS1. This will then underpin their mathematical skills in KS2.

Calculation Policy

Curriculum Overviews

Statutory Requirements

Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.