Curriculum Intent

At Stamfordham Primary School we recognise the importance of mathematics throughout each child’s every day and future life. It enables children to understand relationships and patterns in both number and space in the world around them. We intend to give each child the self-confidence and resilience to reach their full potential by ensuring that they have the tools to calculate fluently, reason logically, problem solve and think in abstract ways.

What are we aiming to achieve?

• Children become confident, competent and independent mathematicians

• Build a deep conceptual understanding of maths and its interrelated content so that children can apply their learning in different situations

• Develop children’s ability to articulate, discuss and reason their thinking using appropriate mathematical vocabulary 

• ‘Mistake friendly’ classrooms where children see mistakes as learning tools – there is an emphasis placed upon developing the power to ‘think’ rather than just the ‘do’

• Instil the mind-set in every child and staff member that everyone can do maths and that maths is for everyone…EVERYONE CAN!

• Children develop into resilient and inquisitive learners – skills needed to become life-long mathematicians
• Deliver an inspiring and engaging mathematics curriculum, taught by highly-enthusiastic staff, which sparks curiosity and excitement and which nurtures confidence in maths

Implementation

How is our vision translated into practice?

We recognise the value of making a coherent journey through the national curriculum and each year group follow a medium term plan where small, cumulative steps build a solid foundation of deep mathematical understanding. We utilise the White Rose Maths scheme as a planning tool, which provides a structured spine of learning throughout school, but teaching is carefully adapted to each cohort and supplemented with additional challenge and support, according to the individual needs of pupils. Children's learning is regularly reviewed through the analysis of pupil performance data, ongoing teacher assessment and pupil voice activities to ensure that our curriculum provides challenge and support for all.  

Our creative and ambitious curriculum gives our children opportunities to be curious and critical thinkers. Children explore maths in depth, using mathematical vocabulary and resources to reason and make connections. The children are taught and encouraged to explain their choice of strategies and develop their mathematical reasoning skills whilst recognising that mathematics underpins much of our daily lives and wider curriculum.

From Early Years Stage, we use a mastery CPA approach. It is a highly effective approach to teaching that develops a deep and sustainable understanding of maths in pupils, exploring concrete, abstract and pictorial representations. We have a emphasis on securing early key number facts to build strong automaticity, which are targeted through key approaches such as the Mastering Numbers program in EYFS and KS1 to engaging interactive activities such as Times Table Rockstars in KS2. Start of Day Activities (SODA) and Fluency Sessions support consolidation of prior learning and developing fluency to ensure children are retaining the core skills identified for them to access the next step. Teachers also use these sessions to address any gaps in learning identified within daily maths lessons. 

Pupils’ attainment is assessed through the use of (tests) and teacher assessment. Teachers complete Assessment Tags at the end of each unit to identify children meeting the age-related expectations. This enables teachers to analyse progress through the unit of work and to make judgements about whether to revisit any areas of the unit before moving on. Progress is measured by assessment checks each term.

Impact

What is the impact of our curriculum? 

• Children are happy learners who talk enthusiastically about their learning and eager to further their progress in maths 
• The impact of ‘mastery’ and the emphasis on accurate use of mathematical language is evident during class/pupil discussions 
• Children’s fluency in number is evident in our proven track record of high success in arithmetic 
• Cross-school moderation and coaching highlights the high level of challenge for all ability groups, evident throughout topics through reasoning and problem solving activities  
• Teacher assessment of the depth of learning 
• These factors ensure that we are able to achieve high standards, with achievement at the end of KS2 in-line with that of the national average

EYFS 2021-2022:

Number & Mathematical Patterns- 85% achieved ELG compared to 72% nationally (2019).

KS1 Maths 2021-2022:

At the end of KS1 82% of pupils reached the expected standard and above compared to 69% nationally (2019).

KS2 Maths 2021-2022:

At the end of KS2 85% of pupils reached the expected standard and above compared to 71% nationally (2022).

EYFS 2022-2023:

Number & Mathematical Patterns- 86% achieved ELG

KS1 Maths 2022-2023:

At the end of KS1 100% of pupils reached the expected standard and above compared to 72% nationally (2023).

KS2 Maths 2022-2023:

At the end of KS2 100% of pupils reached the expected standard and above compared to 73% nationally (2023).

SEND:

Each classroom creates an environment for children problem solve with support, using Working Walls and Strategy Shops.  ‘Star Maths’ provides opportunity for pre-teaching before the lesson to give children the best engagement and confidence for the activity ahead.

Maths Capital:

At Stamfordham Primary School, children benefit from a flexible curriculum that builds on what they understand and know already. We believe that exposure, not only to culture but also to situations in which the children might not have previous experiences of, is of paramount importance to their ongoing successes in maths.

Gradually widening children’s mathematical experiences as they progress through school is an important step in providing rich and engaging learning across the curriculum. At Stamfordham, learn through maths week, data in science with Captain Chemistry, after school clubs, Victorian maths day, Times tables Rock stars’ day, STEM workshops, CSI workshops, Maths Café drop in sessions, maths career day, maths in farming and geographical mapping/directions.