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Maths

Intent

 

At The Grange, we deliver a high-quality mathematics curriculum which provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

 

We aim for our children to:

  • Become fluent in the fundamentals of mathematics to allow them the ability to rapidly recall and apply knowledge accurately;

  • Reason mathematically by following a line of enquiry, inferring relationships and generalisations, and developing an argument, justification or proof using mathematical language;

  • Solve problems by applying their mathematical knowledge and skills to a variety of problems.

 

The design and structure of our Mathematics curriculum at The Grange, encourages children to move fluently between mathematical ideas and representations and make rich connections to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems

 

Implementation

 

Our younger children in the EYFS enjoy a rich mathematical environment and have the opportunity to develop mathematical skills through play and formal maths lessons, inside and outside the classroom. In KS1 and KS2, children access a daily maths lesson on a different area of Maths each day which progressively develops as the terms move on.

 

The week flows as follows;

Monday – Arithmetic 1

Tuesday - Geometry

Wednesday – Data and Measure

Thursday - Arithmetic 2

Friday – Problem solving & Reasoning

The children have a daily 15 minute Maths Meeting, which provides the opportunity to consolidate previously taught maths skills in a rapid paced, practical whole class setting. In Early Years and Key Stage One this is done through the implementation of Maths Make Sense alongside Hamilton Trust. In Key Stage Two, Hamilton trust is used as the curriculum driver.  We also encourage children to apply their Mathematics knowledge to the broader curriculum.

The teachers are skilled at adapting their pace and level of challenge to suit the individual needs of the children, along with the support from teaching assistants, class clinics, small group work and interventions throughout the day and after school to support this. There is a strong commitment to practical activities leading to mathematical understanding as well as in mental arithmetic as a basis for the children to be able to tackle more complex mathematical operations with confidence. We also recognise the children's need for constant retrieval and revision and have altered the structure of our mathematics lessons to support this. All lessons start with Maths play, which are ‘hands on’ practical activities which consolidate previous learning e.g using clocks to tell the time or using coins to make amounts of money. This is the followed by a ‘hotch potch’ which is a carefully planned mixture of Maths questions to consolidate previous learning, before moving onto the main objective of the lesson.

The Grange has its own calculation Policy which is followed by all staff to ensure the children progress in the four operations in a logical and sequential process. We recognise the importance of times tables to support the children's mathematical understanding and in everyday life for our children and use ‘TwinklGo’ to encourage learning and practise in a fun and engaging way.

 

Impact

 

As a result of our Maths teaching at The Grange, we have children who are engaged and are challenged, who are confident at talking mathematically using mathematical vocabulary, lessons which use a variety of resources and consistencies and progression throughout the year groups. We also monitor and track learning closely to ensure good progress is being made with data showing progress and attainment for all groups is very good.