Maths
At St Joseph’s, we are committed to developing wonderful young people, driven by the virtues that we teach and live by. With Christ at the centre of all we do, we will offer a school that allows children to succeed, develop friendships and come to know God and themselves. We believe that school should be a safe, exciting place - the best days of your life!
Our Mission
“Believing in God, ourselves and others”
Intent
Through our Maths curriculum at St Joseph’s, we endeavour to provide a maths mastery curriculum which is accessible to all and will maximise the development of every child’s ability and academic achievement.
We strive to deliver lessons that are enjoyable, engaging and challenging and develop the children’s fluency as well as their mathematical reasoning, enabling competency in solving increasingly more complex problems. Through this, we will promote a growth mindset in all pupils, particularly when Problem Solving.
We intend to create a supportive and nurturing maths environment where children are unafraid of making mistakes and in turn learn from these, therefore helping the children to develop resilience and perseverance.
We intend to develop a love of Maths within each child.
Curriculum Policy
Implementation
At St Joseph’s, we are following the mastery approach and are currently looking at the stage of sustaining Mastery throughout the whole school. As part of this, we are following the Power Maths Scheme, which breaks down objectives and provides a sequence of lessons for staff and children to follow. This is supported by WhiteRose ‘Mastering Number’ programme in EYFS & KS1. There is also daily arithmetic in the guise of ‘fluent in five’.
Staff are following these schemes and the sequence of lessons provided, adapting them where they think necessary using AFL within the lessons, and the marking policy used throughout school. These sequences of lessons were invaluable during lockdown as the children were so familiar with the format.
Additionally, staff have access to a wide variety of resources from a variety of sources to aid with children’s learning. This includes the Power Maths scheme, Hands on Maths books for 10 minute manipulative ideas for all years, Times Tables Rock Stars which is a carefully sequenced programme of daily times tables practice and Testbase for additional assessment and arithmetic.
Staff are encouraged to use these resources accordingly during planning and pick questions carefully depending on their sequence of learning within the lesson.
Maths Overview
1 place value progression map.pdf
2 addition subtraction progression map.pdf
3 multiplication division progression map.pdf
4 ratio proportion progression map.pdf
5 measurement progression map.pdf
6 geometry properties of shapes progression map.pdf
7 geometry position direction and movement progression map progression map.pdf
8 statistics progression map.pdf
Impact
The teaching of maths across school is at least good in all classes. This will be evidenced through observations and book audits.
Evidence of Reasoning and Problem solving in all lessons across school. This may not necessarily be seen in the children’s books, but children will be exposed to these during inputs and may take part in this through whole class discussions. Power Maths should underpin all teaching and be evident across the whole school
The use of resources across school has improved. Resources are also used further up school to aid children when and where necessary.
Children are confident in their own abilities. They are enjoying maths and feel comfortable in making mistakes and learning from them (pupil interviews).
Teachers have become more confident in the teaching of maths and are following the Power Maths scheme. This curriculum has enabled the children to recap, and therefore embed, prior knowledge, before moving onto the their year group objectives.
Children will be more confident of their own abilities going into Year 7 and have a much greater understanding of the concepts that underpin maths, which will enable them to make progress in KS3.
Ultimately, the number of children achieving Age Related Expectations at the end of Year 6 will continue to rise, as will the number of children achieving Greater Depth.