The National Curriculum for mathematics intends to ensure that all pupils:
- Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
- Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.
The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich mastery and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
When teaching mathematics at Helmsley, we intend to provide a curriculum which caters for the needs of all individuals and sets them up with the necessary skills and knowledge for them to become successful in their future adventures. We aim to prepare them for a successful working life. We incorporate sustained levels of challenge through varied and high quality activities with a focus on fluency, reasoning and problem solving.
Pupils are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings. A wide range of mathematical resources are used and pupils are taught to show their workings in a concrete, pictorial and abstract form wherever suitable. They are taught to explain their choice of methods and develop their mathematical reasoning skills. We encourage resilience, adaptability and acceptance that struggle is often a necessary step in learning. Our curriculum allows children to better make sense of the world around them relating the pattern between mathematics and everyday life
In EYFS, maths is taught through a number based approach. In Nursery, children sing number songs and engage in short, focussed sessions with adults. In Reception, children explore a wide range of concepts such as 1 more/1 less, addition, subtraction, shape, money, time and measure for a given number over a 2-week period.
Adults use resources that deepen children's knowledge and there are opportunities for reasoning and problem solving through adult questioning both in taught sessions and in play. Throughout EYFS, there are regular and frequent opportunities for exploring with numbers as well as shape space and measure in the areas of provision, where adults regularly encourage and model mathematical concepts.
KS1 and KS2
The CPR Model, based on research by the NCETM, focuses around the 5 strands of Mathematical Proficiency, using a structure developed over the week with regular revisiting and over learning to create a deeply embedded understanding of all areas of maths.
The model consists of:
- Conceptual Understanding: A focus on the mathematical concept and vocabulary acquisition
- Procedural Fluency: Practicing the concept in a variety of representations.
- Reasoning and Problem Solving: Applying the understanding of the concept and procedure, to confidently reason and solve problems.
The CPR model allows opportunities for children to achieve a greater depth of proficiency, as well as offering repeated opportunities for struggling learners to address misconceptions.
One session a week is an Arithmetic session. The focus of these sessions is to provide the opportunity for children to access a wider variety of maths content and is not directly linked to the learning in the CPR model. The focus is about using known facts and instant recall in KS1 into efficiently using calculation methods for a wide range of arithmetic skills into KS2.
These are daily skills sessions which provide opportunities to focus on calculations and retrieve key learning areas. Teachers are also encouraged to use these sessions to consolidate learning from recent maths sessions. Misconceptions are addressed during these sessions, to ensure the children are becoming fluent and confident with a range of calculations.