Mathematics

Intent, Implementation and Impact Statement

Intent

At Ilmington C of E Primary School, we recognise the value of a high-quality Mathematics education. We follow the White Rose programme which helps us to shape happy, confident and resilient mathematicians who discover that Mathematics brings a journey of discovery, understanding and a lifetime of opportunities. 

Our Mathematics curriculum is sequential and builds on solid foundations of knowledge and skills that the children have acquired previously. All pupils are challenged and become fluent in the fundamentals of Mathematics, learn to reason mathematically and to problem-solve effectively. 

We recognise the interconnected nature of Mathematics and children are provided with meaningful opportunities to secure and embed their learning in Mathematics through applying them to the wider curriculum, outside of Maths lessons. This supports the children to make connections between the Maths skills that they are taught and their application to real-life situations. 

At Ilmington C of E Primary School, we have high expectations for children in their use of the correct mathematical vocabulary. Staff model and discuss vocabulary at the beginning of every Maths lesson. This vocabulary is also printed on a sticker that is stuck in the children's book at the beginning of the lesson, which enables them to use this to support their discussions. Mathematics vocabulary is also displayed on our class Maths Working Walls and the meaning of these words is taught explicitly. 

Our Mathematics curriculum:

•  is sequential and builds on solid foundations of knowledge and skills previously acquired
• is challenging for all pupils
• recognises the interconnected nature of Mathematics 
• enables children to become fluent in the fundamentals of Mathematics, to reason mathematically and to problem-solve effectively 
• is fully aligned to both the National Curriculum and the DfE Ready to Progress criteria
• supports children in their knowledge and understanding of mathematical vocabulary 
• supports children to build a strong conceptual understanding of key concepts through interacting with concrete manipulatives, pictorial representations and abstract representations 
• puts effective questioning to use in order to secure and challenge children's mathematical thinking and understanding 

Implementation

Mathematics learning at Ilmington C of E Primary School is cumulative- children revisit concepts previously taught in order to ensure retention and to make links to new areas of Maths learning. Children do this through short 'sticky knowledge' tasks, discussion points and Flashback 4 tasks. 

Daily counting takes place across the school and builds children's number sense: their ability to be flexible with numbers. Daily counting supports children with their understanding of the relationship between numbers, number patterns and their ability to solve calculations mentally.   

Children's progress in Mathematics is carefully monitored on a lesson-by-lesson basis and those needing additional support are promptly identified and interventions are put in place. Every child is effectively challenged by our Mathematics curriculum and those that require stretching within their year group's expectations are given opportunities to do so. 

Children's successes in Mathematics are celebrated at our school through the sharing of achievement certificates in our weekly celebration assembly, as well as opportunities to share impressive work. 

Impact

Children's progress in Mathematics is monitored each lesson and teachers assess this against the White Rose 'Small Steps' for each unit of learning. Formative assessments are made through: the observation of children at work; effective questioning; interactive marking & feedback; and opportunities for self-assessment. 

If a child has not met the success criteria of a lesson, they are given support promptly so that they are ready for the next Maths lesson. These children may need some extra time to consolidate a particular skill or to recap key learning before moving on.

At the end of a unit, children are assessed using the White Rose materials. This enables our teachers to pick up on any misconceptions that arise, before the children move on to a new unit of Mathematics learning. These assessments are short and specific to the learning that has taken place, ensuring accuracy in our teachers' knowledge of where the children are in their learning journey.

Children in Year 2 and Year 6 undertake statutory end of key stage assessments in Mathematics. 

Key Stage 2 SATs results