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Maths

VISION 

At Great Kingshill, our vision is for all pupils to develop a deep, conceptual understanding of mathematics. We believe that by encouraging confidence and a love of applying and explaining mathematics, pupils will be well-placed to succeed in the next stage of their learning and that they will be equipped to navigate the wider world as successfully using maths in everyday contexts. 

INTENT 

At Great Kingshill, our aim is for all children to achieve their full potential in maths, ensuring solid foundations for success both at school and in the wider world.  Our maths curriculum aims to ensure : 

  • Pupils are enthusiastic about their maths learning and believe that they can achieve in maths. 

  • Pupils have access to a range of concrete resources and representations to support their understanding. 

  • Pupils become fluent in core numeracy skills, freeing up working memory for new concepts. 

  • Pupils build on prior knowledge using carefully mapped small steps. 

  • Pupils can apply their knowledge in different contexts. 

  • Pupils can apply their knowledge to reason and solve mathematical problems. 

  • Pupils are able to explain their understanding. 

Teachers have high expectations of all children; lessons and activities ensure that children are supported in their learning and are challenged to work at depth.  Our intention is that all children leave GKCS confident in their mathematical abilities and that they are well-prepared for the next steps in their educational journey.  

IMPLEMENTATION 

The Power Maths  scheme is used at Great Kingshill to support the aims and objectives of the National Curriculum and ensure teaching and learning is sequenced appropriately.  Power Maths  follows the mastery approach and ensures a progressive and thorough curriculum in each year group, based on the White Rose Maths small steps.  

We believe that when pupils are introduced to a concept, they should build their understanding by following a concrete-pictorial-abstract approach.   

  • Concrete – Using mathematical objects to help pupils envisage what written numbers represent.  Pupils should ‘feel’ the maths. 

  • Pictorial – Using pictures as representations to continue to support pupils in visualising what written numbers represent.  

  • Abstract – Using digits and words to represent numbers.   

Power Maths  supports and encourage the CPA approach and pupils will see a variety of resources used throughout the curriculum.   

Teachers know which objectives must be taught and assessed in each year group and follow progressive small steps to ensure pupils have a comprehensive understanding of maths.  Teachers are encouraged to adapt and supplement the Power Maths scheme with other resources where they feel it is necessary, for example, breaking steps down to smaller steps, practicing specific skills, and using White Rose/NCETM where appropriate to ensure learning opportunities are of the highest quality and challenging for all.   

Teachers deliver one curriculum for all, providing opportunities to stay together and to work through new content as a whole group. This ensures pupils work through the curriculum at the same pace and do not create learning gaps. Pupils completing independent tasks can be extended with challenges which have been mapped to the unit of learning and small step being taught. 

Maths is taught daily, and teachers incorporate fluency sessions within their daily lesson, either through a specific skill (e.g. times tables practice) or through Flashback4 to revisit and recap prior knowledge.  Children identified as having some gaps in their understanding are supported through interventions and same day ‘catch up’ to go through any misconceptions arising that day.   

Teachers ensure that parents are kept informed about the topic being taught and how they can help at home through Class Dojo (e.g. suggesting that children can practice counting money, or focus on learning their 7 times table).  Children are encouraged to use Numbots (Reception, Year 1, Year 2 Autumn term) and TT Rockstars (Year 2 Spring term onwards, Year 3 to Year 6) three times a week.  Weekly guidance is given to ensure children focus on the specific skill they need to work on.  

IMPACT  

At Great Kingshill, our pupils enjoy their maths learning and display a positive approach to solving problems.  They feel supported and challenged to reach their full potential and know how the maths they learn at school relates to the world around them. 

The impact of our curriculum on attainment is measured through : 

  • Daily teaching, AFL opportunities, marking and feedback 

  • Power Maths end of unit checks 

  • Learning walks 

  • Pupil voice 

  • Termly NFER tests, which provide teachers and leaders with a clear view of understanding in each area of the curriculum – both at an individual pupil and year group level.  Any gaps emerging then become the focus for additional focus for the year group or for specific interventions for individual children. 

  • Pupil progress meetings 

  • Statutory assessment (EYFS Profile, Y4 MTC and KS2 SATs) 

  1. Maths overviews for parents