MATHEMATICS AT ST MARY'S

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‘Faith in Everyone to Shine Brightly’

Mathematics at St Mary's

At St Mary’s, we believe that all children can achieve in mathematics. Our mathematics curriculum is designed to develop confident, independent mathematicians who have a deep and secure understanding of mathematical concepts and are able to apply their knowledge in a range of contexts.

We use the Ark Maths programme as the foundation for our mathematics curriculum from Reception to Year 6. The programme provides a carefully sequenced curriculum that supports pupils to build knowledge over time, make connections between mathematical ideas and develop increasing fluency, reasoning and problem-solving skills.

Our teaching is underpinned by a mastery approach to mathematics. We believe that pupils need a meaningful understanding of mathematical concepts, rather than simply learning procedures, in order to become successful mathematicians. We therefore place conceptual understanding at the heart of our teaching and provide opportunities for pupils to represent, discuss, reason about and apply mathematical ideas.

A curriculum that builds over time

Our mathematics curriculum is carefully sequenced so that new learning builds on prior knowledge. We recognise the importance of identifying the concepts and skills that provide the strongest foundations for future learning and ensuring that these are revisited and developed over time.

Our mixed-age curriculum maps provide suggested sequencing for our mixed aged cohorts. These provide a starting point for long-term planning, while teachers use their professional knowledge and assessment information to adapt the sequence where necessary.

Time is given to understanding the connections between different areas of mathematics. Learning is revisited and applied throughout the year so that pupils have regular opportunities to retrieve, consolidate and deepen their understanding.

Our curriculum is therefore cumulative: pupils are continually encouraged to draw on previous learning when approaching new mathematical ideas and problems.

Three dimensions of mathematical depth

Our teaching develops mathematical depth through three interconnected areas:

1. Conceptual understanding
Pupils develop a secure understanding of mathematical concepts and the relationships between them. We use a range of representations and examples to help pupils make connections and understand the mathematics behind the methods they use.

2. Language and communication
Pupils learn and use precise mathematical vocabulary to explain their ideas. We encourage pupils to discuss mathematics with their peers, explain their methods and justify their answers using increasingly precise mathematical language.

3. Mathematical thinking
Pupils are encouraged to make connections, identify patterns, reason, justify and apply their knowledge to increasingly challenging and unfamiliar problems.

These three dimensions work together to develop pupils' depth of understanding and their ability to apply mathematics independently.

Fluency, reasoning and problem-solving

Our mathematics curriculum develops the three aims of the National Curriculum: fluency, reasoning and problem-solving.

Fluency enables pupils to develop secure knowledge of key mathematical facts, concepts and procedures. Reasoning allows pupils to explain, justify and make connections within their mathematical thinking. Problem-solving provides opportunities for pupils to apply their knowledge and understanding in different contexts.

Problem-solving is at the heart of our mathematics teaching. Pupils are encouraged to think mathematically, make decisions about appropriate methods and apply what they know to new situations.

Mathematical language and communication

Mathematics has a precise language, and developing pupils' mathematical vocabulary is an important part of our teaching.

Key mathematical vocabulary is introduced explicitly and revisited throughout lessons. Pupils are encouraged to use mathematical vocabulary accurately when discussing their ideas and explaining their reasoning.

We use Talk Tasks and structured mathematical discussion to give pupils opportunities to articulate their thinking. Sentence stems are used where appropriate to support pupils in developing complete mathematical explanations and reasoning.

This focus on mathematical language supports all pupils to participate in mathematical discussion and helps them to communicate increasingly complex mathematical ideas with confidence.

An inclusive approach

We believe that all pupils should have full access to the mathematics curriculum and high expectations are maintained for every child.

Pupils study the same mathematical concepts, with teaching adapted to respond to individual starting points, misconceptions and areas of need. Teachers use assessment and ongoing checks for understanding to identify where pupils require additional support, further practice or greater depth.

Our Dimensions of Depth approach enables teachers to provide appropriate support and challenge while maintaining a shared focus on the key mathematical concept being taught.

We aim to develop pupils who are increasingly independent and resilient when working mathematically, encouraging them to learn from mistakes, explain their thinking and persevere when faced with challenging problems.

Our six-part lesson structure

A typical mathematics lesson at St Mary's follows a six-part structure. This provides a consistent framework for learning while allowing teachers to adapt the lesson in response to pupils' understanding.

1. Do Now

A short task provides an accessible start to the lesson and allows pupils to retrieve and practise previously taught knowledge. It also gives teachers an opportunity to identify misconceptions or gaps that may need to be addressed.

2. New Learning

The teacher introduces and models the key mathematical concept for the lesson. This is where new mathematical knowledge and vocabulary are explicitly taught.

3. Talk Task / Let's Explore

Pupils have an opportunity to explore the mathematical idea and use the relevant mathematical vocabulary in discussion with their peers. Teachers use questioning to check and develop pupils' understanding.

4. Develop Learning

Pupils build on the initial learning and develop greater depth of understanding. Teachers respond to misconceptions identified during the lesson and provide further explanation, modelling or challenge as appropriate.

5. Independent Task

Pupils apply and practise their learning independently or, where appropriate, with a partner or in a small group. This provides opportunities for teachers to assess how securely pupils have understood the concept.

6. Plenary

The lesson concludes by revisiting the key learning, checking pupils' understanding and providing an opportunity to reflect on and celebrate mathematical success.

Assessment informs teaching

Assessment is an integral part of mathematics teaching at St Mary's. Teachers continually check pupils' understanding through questioning, discussion, observation and pupils' work.

Assessment information is used to identify misconceptions, gaps in knowledge and areas requiring further consolidation. Teachers adapt the pace, sequence and level of support where necessary so that teaching responds to pupils' starting points and developing understanding.

Through this approach, we aim to ensure that pupils develop secure, connected mathematical knowledge and are able to use what they have learned confidently and independently.

Our aim

Ultimately, we want our pupils to leave St Mary's as confident, capable and independent mathematicians.

We want them to understand mathematics rather than simply perform procedures; to be able to explain and justify their thinking; to persevere when problems are challenging; and to recognise how mathematics can be applied to the wider world.

Our curriculum, teaching and assessment work together to build the knowledge, understanding and confidence pupils need to succeed in mathematics throughout their education and beyond.

Calculation Policy

Maths methods and strategies taught in school may be different from those that parents may have learnt when they were at school. This can cause confusion when parents are trying to support their child at home.

We use The Ark Calculation Policy, which can be seen below. These show the main methods taught (in specific year groups) for addition, subtraction, multiplication and division.  Each child’s progress is different; however, most children will acquire the listed methods by the end of the school year.

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