Maths Curriculum Statement
The 2014 National Curriculum for Maths aims to ensure that all children:
At Bishop Chavasse Church of England Primary School, these skills are embedded within Maths lessons and developed consistently over time. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to be inspired by Mathematics and to experience success in the subject, with the ability to solve problems and reason mathematically through a deep understanding of mathematical concepts. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics.
The content and principles underpinning the 2014 Mathematics curriculum and the Maths curriculum at Bishop Chavasse Church of England Primary School reflect those found in high-performing education systems nationally. These principles and features characterise this approach and convey how our curriculum is implemented:
Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.
To ensure consistency and progression, the school uses the White Rose Maths Hub scheme of work. This is fully aligned with the White Rose Maths scheme and continues to ensure that staff at all levels understand the pedagogy of the approach. New concepts are shared within the context of an initial related problem, which children are able to discuss in partners. This initial problem-solving activity prompts discussion and reasoning, as well as promoting an awareness of maths in relatable real-life contexts that link to other areas of learning. In KS1, these problems are almost always presented with objects (concrete manipulatives) for children to use. Children are also encouraged to use manipulatives in KS2 where appropriate. Teachers use careful questions to draw out children’s discussions and their reasoning. The class teacher then leads children through strategies for solving the problem, including those already discussed. Independent work provides the means for all children to develop their fluency further, before progressing to more complex related problems. Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. Each lesson is structured to provide the means to achieve greater depth, with more able children being offered additional rich and sophisticated problems, as well as exploratory, investigative tasks, within the lesson as appropriate.
The school has a supportive ethos and our approaches support the children in developing their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others. The structure of the Mathematics at Bishop Chavasse CEP School develops and builds on a strong foundational understanding of the four operations, which is rigorously used to underpin the understanding in all topics. Through the developing the pupil’s fluency, their speed of rapid mental recall will be proficient, allowing them to solve fluency problems with a very high degree of accuracy. By developing the pupil’s mathematical language and vocabulary from EYFS, children will be able to discuss their learning using accurate technical word choices. By developing their understanding of how mathematical topics are interlinked and making these links explicit throughout their primary education, children will be able to autonomously make links in their mathematical learning and apply this to real life problems. To summarise, through successful application of the Mathematics curriculum at Bishop Chavasse Church of England Primary School children will be equipped with all the necessary tools they will need to take on the challenges of Maths in ks3 and the wider world.