At Tree Tops Primary Academy, the Maths curriculum develops pupils individually and personally and promotes curiosity, confidence and enjoyment of mathematics. Through an engaging, inclusive and creative curriculum, pupils cultivate rich connections across mathematical ideas in order to develop fluency, reasoning and competence in solving increasingly sophisticated problems. Skills are developed consistently over time, with a clear progression throughout the primary years. These skills are further embedded through application within science and the wider curriculum. At Tree Tops Primary Academy, we are committed to ensuring that children are able to recognise the importance of maths in the wider world through an inclusive curriculum and that they are able to apply their knowledge confidently in their lives within a range of different contexts.
The National Curriculum for Maths aims to ensure that all pupils:
- Develop fluency 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.
- Planning – Planning at Tree Tops Primary Academy is designed and tailored to meet the needs of individual pupils. Long term plans are followed in order to ensure full coverage of all areas of the maths curriculum.
- Resources – All classrooms have stage appropriate resources readily available for children to access. Pupils are encouraged to independently select resources which they feel would be beneficial to help them when completing Maths work. Each classroom is resourced with materials to support the delivery of Maths; such items might include Numicon, Dienes (base 10), place-value counters, number lines, multiplication tables, 100 squares, 2D and 3D shapes, multilink cubes, dice and other smaller items. Larger materials such as scales, metre sticks and measuring are held centrally.
- Times Tables – The school subscribes to Times Tables Rockstars (from Year 2 onwards). Pupils are encouraged to use this regularly, both within school and at home, in order to build both accuracy and speed. All pupils should have secure knowledge to 12 x 12 by the end of year 4, with children undertaking the national Multiplication Check in the Summer Term.
- At the end of each year we expect pupils to have achieved Age Related Expectations (ARE) for their year group.
- Some pupils will have progressed further and achieved greater depth (GD).
- Engaged pupils who show a passion for Mathematics and are challenged to meet their full potential.
- Confident pupils who are able to articulate their ideas using a range of mathematical vocabulary and make links between different aspects of maths.
- Pupils who are unafraid of mistakes
- Lessons that use a variety of resources to support learning.
- Different representations of mathematical concepts.
- Learning that is tracked and monitored to ensure all pupils are making progress.
- Continual assessment informs the teaching and learning sequence.
- Feedback is given on children’s learning in line with our feedback policy. Verbal feedback is known to be more effective than written.
- Formative assessment within every lesson helps teachers to identify the children who need more support in order to achieve the intended outcome as well as those who are secure and require a challenge.
- Summative assessments are completed once a term and gap analysis of tests is undertaken and fed into future planning.
Working with SLT, key data is analysed and regular feedback is provided, to inform on progress and future actions.