Mathematics Statement of Intent
The intent of our mathematics curriculum is to ensure that every child enjoys mathematics and becomes an enthusiastic mathematician by developing their skills, knowledge and understanding through practical experiences that have relevance and purpose in everyday situations.  Our intention is to produce an ambitious, connected curriculum accessible to all pupils in school.  It is important that children develop the skills of numeracy to become lifelong learners. They should be able to apply these skills in different situations across the curriculum and in daily living outside school.

We want every child to make connections across mathematical concepts in order to develop their fluency, reasoning and problem solving skills, and to be able to apply their mathematical knowledge in other curriculum areas.

We want to develop a numerate environment where mathematical risk-taking, creativity and logical thought are encouraged in order to develop independent learners.

It is essential that they understand its importance in being able to function effectively in everyday life, including carrying out employment and dealing with financial matters.

Aims of Mathematics at Goldenhill Primary Academy
We aim to ensure that all pupils:

• develop a positive attitude towards mathematics.
• develop and consolidate basic mathematical skills and become numerically fluent.
• promote confidence and competence with numbers and the number system.
• develop the ability to solve problems through decision making and reasoning in a range of contexts.
• develop a practical understanding of the ways in which information is gathered, presented and interpreted.
• explore features of shape and space, and develop measuring skills in a range of contexts.
• develop mathematical communication through speaking and listening, practical activities and recording work.
• develop an ability to use and apply mathematics across the curriculum and in real life.

Implementation:

Mathematics is a core subject and is taught creatively and effectively following the planning and support from the White Rose Maths Hub, Master the Curriculum and other various resources. Our planning incorporates a structure known as the six-part lesson which allows all learners to access the curriculum through the use of Concrete, Pictorial and Abstract  (C.P.A.).  However, where relevant, mathematics is linked to ongoing project work.

Our maths curriculum:

• has number at its heart. A large proportion of time is spent reinforcing number to build competency
• ensure teachers stay in the required key stage and support the ideal of depth before breadth.
• ensure pupils have the opportunity to stay together as they work through the schemes as a whole group
• provide plenty of opportunities to build reasoning and problem solving elements into the curriculum.

As mentioned above, as an academy have implemented the use of C.P.A. which is a new concept as we believe that all children, should have the opportunity to build competency by taking the following approach.

• Concrete-children should have the opportunity to use concrete objects to help them understand what they are doing.
• Pictorial- alongside this children should use pictorial representations. These representations can then be used to help reason and solve problems.
• Abstract- both concrete and pictorial representations should support children’s understanding of abstract methods.

Impact:

Our Maths Curriculum is creative, inclusive and planned to demonstrate progression and build on from previous learning and embed current skills.

The impact of our mathematics curriculum is that children understand the relevance and importance of what they are learning in relation to real world concepts. Children know that Maths is a vital life skill that they will rely on in many areas of their daily life. Children have a positive view of Maths due to learning in an environment where Maths is promoted as being an exciting and enjoyable subject which everyone can access.  Children have opportunities to investigate and ask questions; they know that it is reasonable to make mistakes because this can strengthen their learning through the journey to finding an answer.

Children are confident to ‘have a go’ and choose the equipment they need to help them to learn along with the strategies they think are best suited to each problem. Our children have a good understanding of their strengths and targets for development in maths and what they need to do to improve. Our maths books evidence work of a high standard of which children clearly take pride; the components of the teaching sequences demonstrate good coverage of fluency, reasoning and problem solving. Our feedback and interventions support children to strive to be the best mathematicians they can be, ensuring a high proportion of children are on track or above.

We measure the impact of our curriculum through the following methods:

• Pupil discussions and interviewing the pupils about their learning (pupil voice).
• Monitoring children's work
• White Rose Maths Hub termly assessments
• Opportunities for dialogue between teachers.
• Photo evidence and images of the pupil’s practical learning.
• A reflection on standards achieved against the planned outcomes.
• Learning walks and reflective staff feedback
• Dedicated Maths leader time.
• TTRS Tracker

Times Table

When it comes to times tables, speed AND accuracy are important – the more facts your child remembers, the easier it is for them to do harder calculations. Times Table Rock Stars is a fun and challenging programme designed to help pupils master the times tables that we use as part of our home learning programme. 

To be a times table master you need to answer any multiplication fact up to 12×12 in less than 3 seconds! 

We recite and practice our times tables everyday using our Times Tables Challenge where children go through Bronze, Silver and Gold challenges.

Year 1 will focus on number bonds and step counting in 2s, 5s and 10s to get the children ready for times tables.