Anlaby Primary School

Mathematics

Maths Intent Statement

Anlaby Primary School believes that mathematics is important in everyday life and through our carefully planned teaching, we can instil a love for maths in our pupils. A high-quality mathematics education provides a foundation for understanding the world and the ability to reason mathematically which then results in children developing a healthy curiosity about the subject. In order to achieve this, we firmly believe that children need to develop a secure knowledge of arithmetic and number knowledge right from from EYFS.  We are committed to ensuring that children are able to recognise the importance of Maths in the wider world. We want them to develop an understanding that they will need to use their mathematical skills and knowledge confidently in their lives in a range of different contexts: (art, science, technology and engineering) and they are necessary for financial literacy and most forms of employment. We believe mathematics should be fun as well as challenging for all pupils and we want our pupils to experience success in the subject.

National Curriculum Intent

The national curriculum for mathematics intends to ensure that all pupils:

 

1)

Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

2)

Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.

3)

Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

 

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. Our curriculum ensures children develop and apply their mastery skills. Across the school, we use Maths No Problem supplemented with ‘Deepening Understanding’ resources used to extend fluency, reasoning and problem solving. Children also apply their mathematical knowledge across the curriculum, and particularly in Science, where relevant.

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich mastery and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.