Southam St James CofE Academy

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Maths

SOUTHAM ST JAMES MATHEMATICS VISION:

We have a ‘can do’ attitude, whilst enjoying challenge and learning independently

 

Intent:

The 2014 National Curriculum for Maths aims to ensure that all children:

• Become fluent in the fundamentals of Mathematics

• Are able to reason mathematically

• Can solve problems by applying their Mathematics

At Southam St James Academy, these skills are embedded within Maths lessons and

developed consistently over time. We are committed to ensuring that all 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 enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics.

 

Implementation:

The content and principles underpinning the 2014 Mathematics curriculum and the

Maths curriculum at Southam St James Academy reflect those found in high-performing education systems internationally. These principles and features characterise this approach and convey how our curriculum is implemented:

• Teachers reinforce an expectation that all children are capable of achieving high

standards in Mathematics.

• The large majority of children progress through the curriculum content at the same pace.

• Differentiation is achieved by emphasising deep knowledge and through individual

support, scaffolding and intervention.

• Teaching is underpinned by methodical curriculum design and supported by carefully

crafted lessons and resources to foster deep conceptual and procedural knowledge.

• Practice and consolidation play a central role. Carefully designed variation within this

builds fluency and understanding of underlying mathematical concepts.

• Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up. Children’s explanations and their proficiency in articulating mathematical reasoning, with the precise use of mathematical vocabulary, are supported through the use of stem sentences provided by the teacher.

To ensure whole school consistency and progression, the school uses White Rose Maths along with NCETM materials and Iseereasoning resources are encouraged to solve problems each day through the use of concrete resources, pictorial representations and abstract thinking (the C-P-A approach). This helps children tackle concepts in a tangible and more comfortable way. 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. Children then progress to their maths Books. Mathematical topics will be taught in small steps and within blocks, which supports the achievement of ‘mastery’ over time. Each lesson phase provides the means to achieve greater depth, with children who are quick to grasp new content, being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within the lesson as appropriate.

 

Impact:

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. Pupils can underperform in Mathematics because they think they cannot do it or are not naturally good at it.

Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child. These factors ensure that we are able to maintain high standards, with achievement at the end of KS2 above the national average.

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