At Normanton Junior Academy, our mathematics curriculum meets the national curriculum’s statutory needs and it is designed to meet the needs of all of our pupils. Mathematics is valued as an important part of pupils’ entitlement to a broad and balanced curriculum and planned to build on knowledge and skills continually. At Normanton Junior Academy, we take a mastery approach to the teaching and learning of mathematics.
It is our intent to deliver an inspiring, engaging mathematics curriculum, through high quality teaching. Mathematics in our school is about developing children’s ideas and ways of working that enable them to make sense of the world in which they live.
The 2014 National Curriculum for mathematics 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
These skills are embedded within lessons and developed consistently over time, with a focus in lower school on learning core number facts to allow all children to access the full maths curriculum. We are committed to ensuring that pupils are able to recognise the importance of mathematics 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 our pupils to enjoy mathematics and to experience success in the subject, with the ability to reason mathematically.
Developing a positive attitude to this subject is essential and become confident and resilient learners. Teachers promote pupils’ enjoyment of the subject and provide opportunities for them to build a conceptual understanding of mathematics before applying their knowledge to a range of contexts. We ensure that challenge is provided for all pupils, whatever their understanding.
At Normanton Juniors, we aim to provide our mathematicians with a mastery curriculum which promotes a deep, long-term, secure and adaptable understanding of the subject, so that pupils become fluent in calculations, possess a growing confidence to reason mathematically and hone their problem-solving skills. We want our pupils to gain confidence and be numerate, creative, independent, inquisitive, enquiring and confident, ensuring that they are fully prepared for the next stage of their education.
Our mathematics curriculum is carefully planned and structured to ensure progression across topics throughout each year group across the school. We have also adjusted the curriculum to prioritise the most important skills and concepts for each year group, following the disruption caused to education by COVID-19 restrictions. To ensure whole school consistency and progression, at Normanton Junior Academy, we use the NCETM curriculum spines, which are linked to the 2020 non-statutory ‘Ready to Progress’ guidance. The school’s involvement with the DfE funded Maths Hubs programme continues to ensure that staff at all levels understand the pedagogy of the approach and develop their knowledge of maths mastery, with ongoing CPD related to the work completed with the Yorkshire & Humber Maths Hub.
In addition to following the NCETM curriculum spines, Number Sense Maths and a highly structured multiplication tables programme are used to enable all children to secure core number facts in their long term memory.
Mathematics teaching at Normanton Junior Academy involves adapting and extending the curriculum to match all pupils’ needs. We aim to stretch and challenge the most able and to ensure less confident mathematicians have the right support to access the age-appropriate curriculum, allowing all pupils to reach their full potential. We focus on the five key principles of Mastery:
- Representation and Structure
- Mathematical Thinking
Our mathematics curriculum is taught in blocks of lessons grouped into units to ensure coverage and depth to a specific area, with classes taught a series of key teaching points throughout a unit. Each teaching point is split into smaller progressive steps to help the teacher focus on the key parts of the progression. Lessons contain a combination of varied fluency, reasoning and problem solving. To maths curriculum spines all us to ensure progression between our year groups by building on what has been previously taught. High quality resources are used in conjunction with NCETM, such as White Rose Maths Hub, NRich and Testbase to support, stretch and challenge all children within the classroom. In addition, the school’s calculation policy is used to ensure a coherent approach to teaching the operations across our school.
Each lesson begins with either a Number Sense session, focusing on fundamental addition and subtraction strategies, or a Rapid Recall session, in which children quickly practice prior learning, before moving on to the main teaching point(s). All children, including the strongest mathematicians, work through each teaching point to ensure that gaps in learning do not develop and grow over time. Pupils are exposed to teaching points in a variety of contexts, developing the skills they need to apply their learning to new contexts. Pupils are encouraged to solve problems each day through the use of concrete resources, pictorial representations and abstract thinking (the C-P-A approach). This approach helps pupils to tackle concepts in a tangible and more comfortable way. Teachers use careful questions to determine their understanding of each teaching point, and to draw out pupils’ discussions and their reasoning. Pupils then move into independent or group work to embed new knowledge and skills. Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. Lessons provide the means for children to achieve greater depth for each teaching point, with pupils who are quick to grasp new content, being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within the lesson as appropriate.
We ensure that all pupils are provided with rich learning experiences that aim to:
- Prepare our pupils for life in an increasingly mathematical and technological world today and in the future.
- Help our pupils acquire a growing understanding of the nature, processes and methods of mathematical concepts.
- Encouraging open-mindedness, self-assessment, and perseverance.
- Develop the use of mathematical language, recording, and techniques.
- Make links between mathematics and other subjects.
At Normanton Junior Academy, pupils revisit key concepts and skills, which consolidates learning and demonstrates progression throughout Key Stage 2. At the start of each lesson, we encourage the pupils to self-assess what they already know as a starting point, and then reassess at the end of the lesson. At the end of each unit in each year group, pupils are assessed against age-related expectations through a range of formative and summative assessment methods.
The impact and measure of this is to ensure children not only acquire the appropriate age-related knowledge linked to the mathematics curriculum, but also skills which equip them to progress from their starting points, and within their everyday lives. Assessment for Learning is a continual process that takes place during every mathematics lesson, which teachers use to inform intervention and next steps in learning. We also use termly NFER tests to ensure that children are making the expected progress and carry out in-depth question-level analysis to inform Rapid Recall sessions.
Subject and school leaders monitor the impact of our mathematics curriculum through routine monitoring which includes observing lessons, looking at pupils’ books and listening to pupil voice. Pupil progress meetings are held regularly to discuss and evaluate progress in each cohort and throughout the school.
Maths policy to appear here
Calculations policy to appear here