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Maths

Maths Curriculum Statement

Intent 

At Rushbrook we agree that high quality mathematics education provides 

“a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject” (National Curriculum in England: Mathematics Programmes of Study, 2014) 

 We believe that all children should be able to explore mathematical ideas with confidence and enjoyment. Children can learn mathematics best through a mastery approach where all children secure a  deep and adaptable understanding of maths which they can apply in different contexts. They are supported during lessons, in developing their conceptual understanding, securing key skills and applying their knowledge fluently, rapidly and accurately. Our children are given opportunities to develop mathematical reasoning and to talk confidently expressing their ideas in a collaborative, creative and respectful environment. We believe that appropriate challenge should be provided for all children. There is no ceiling on their achievement. 

Implementation 

At Rushbrook, we use a mastery approach from EYFS through to Year 6, which involves children in problem-solving, reasoning and developing mathematical fluency.  We have sequenced our lessons in a way that makes sure our maths units contain interlinking knowledge, allowing children to relate their skills and knowledge in context, with maths units being explored progressively.   

In Early Years Foundation Stage (EYFS)  we use the Mastering Number materials created by the NCTEM. Through years 1-6 we use the  White Rose Maths scheme of work and reliable sources such as the NCTEM to help us timetable our lessons, ensuring mathematical talk and knowledge are linked across various units (e.g. multiplication and area).  

In EYFS we use the Montessori approach. Initial provision is for the enrichment of number. The use of counting games and rhymes promotes and secures the ability to count to ten out loud and these are used alongside incidental opportunities to practise and reinforce the concept.  

Throughout school, we implement the use of the Concrete, Pictorial and Abstract approach based on Jerome Bruners work, which allows the introduction and exploration of mathematical concepts. Pupils learn new concepts initially using concrete examples, for example counters, then progress to pictorial representations, before finally using more abstract symbols, such as the equals sign.  

 We use common representations and practical equipment to support children’s understanding through activity, development of mental images and use of pictorial and verbal reasoning. Questioning is used to elicit misconceptions and encourage re-thinking for secure and flexible understanding. We also use talk partners to develop a shared experience and confidence in mathematical language and expression.  

Teachers design lessons, so that there is a carefully sequenced journey through the concept being taught, identifying difficult points, and addressing misconceptions. We use adaptive planning to ensure that most children can be taught from the content within their year group. We found that specific differentiation within classes caused problems such as widening the knowledge gap between children and increased workload for teachers. By using adaptive planning, we shifted the focus to the small steps needed to enable all children to achieve the desired outcome of the lesson.  

Impact 

At the end of the year, we expect that children will have achieved the age-related expectations for their year group. Some children will have exceeded the year group expectations and achieved greater depth. Children who have had gaps identified will have had appropriate support and intervention.  

Children will have a secure and deep knowledge of mathematical concepts which make sure they are ready to progress into the next year with the correct knowledge.  

Children know why and how maths is used in the outside world and are able to move between different contexts and representations of maths. 

Children have the ability to recognise relationships and make connections in maths lessons.  

Children are not scared of maths and take pride in their understanding of their work. 

Subject Information

Subject Overview

Proud to part of the Bright Futures Education Trust
Rushbrook Primary Academy
101 Shillingford Road
Gorton, Manchester M18 7TN
CEOP