What is the intent of Maths at Mandeville Primary School?

At Mandeville Primary School, we aim to ensure that pupils make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to other subjects.

How is Maths organised at Mandeville Primary School?

Our mathematics curriculum carefully sequences knowledge, concepts and procedures to build mathematical knowledge and skills systematically and, over time, draws connections across different ways of looking at mathematical ideas. It identifies opportunities when mathematical reasoning and solving problems will allow pupils to make useful connections between identified mathematical ideas or to anticipate practical problems they are likely to encounter in adult life.

There are sufficient opportunities planned to revisit previously learned knowledge, concepts and procedures to ensure that, once learned, mathematical knowledge becomes deeply embedded in pupils’ memories. This then allows rapid and accurate recall and frees pupils’ attention so they can work with increasing independence, apply their mathematical knowledge to more complex concepts and procedures, and gain enjoyment through a growing self-confidence in their ability.

We follow the HFL Education 'ESSENTIALMATHS 2.O' planning documents (sometimes with the support of White Rose resources).This ensures repetition and development of the key skills within the national curriculum. Its mastery approach encourages and supports the development of deeper levels of understanding due to the explanations the pupils are expected to articulate in all year groups and within all areas of mathematics. To be able to do is not sufficient. To be able to explain why and how the pupils know is our aim and is facilitated throughout the ESSENTIALMATHS through the learning activities generated and the speaking frames experienced. Pupils later in the school also have these opportunities and are also expected to explain their thinking using their knowledge of the maths they are learning.

Destination questions provide an opportunity to assess learning at vital points in the sequence. They encourage the explanation mentioned above and give plentiful opportunity to show a greater depth of understanding through their open ended opportunities.

The use of manipulatives and the CPA approach is developed from the early years upwards; this may involve pupil choice to explain their learning or direct teaching of a specific option. Pupils in the later years of the school continue to be exposed to a range of manipulatives and pictorial representations with a natural progression towards the abstract ones when concepts are secure.

We have noted that keeping key previously learnt skills fresh and competent is necessary, particularly in arithmetic. We have built in daily arithmetic/fluency (often as morning work) which covers areas previously taught. This is with a view to keeping skills fresh and competence high in order to support their learning across all areas of maths. Teachers identify areas that need more practice and plan them into these sessions accordingly.

In order to secure the continuity, completion and consistency of maths at Mandeville, it has been identified that the shape and space areas of mathematics should be prioritised to the beginning of some terms for 1-2 weeks.

Please see the table below for the units to be prioritised for each year groups and term:

The children will also apply maths in other subjects, for example, geography, history and science through charts, graphs, tables and interpretations.