Maths

Mastery at Manor

Mastery at Manor -

Manor delivers a high quality mathematics curriculum using a mastery approach. We are guided by the national curriculum and use White Rose Maths and the NCETM mastering number programme to support our delivery. We are a mixed age school so we adapt our learning sequences where necessary to suit the needs of our pupils. We aim for all pupils to develop a sound understanding of maths rather than being able to memorise key procedures or resort to rote learning. The end goal and expectation is for all pupils to have acquired the fundamental facts and concepts of maths for their year, attaining a deep, long-term, secure and adaptable understanding of the subject. We strive for every child to use their knowledge of a concept to solve a variety of unfamiliar problems, and undertake complex reasoning, using the appropriate mathematical vocabulary.

EYFS - Number and Number patterns: we use the mastering number programme to expose our youngest pupils to a vocabulary rich environment that continues throughout their Manor journey. Pupils are using concrete resources and pictorial representations throughout the provision and have regular opportunities to demonstrate their deep understanding of number with their teacher and peers. These solid foundations then act as a building block for pupils to continue their mathematics journey though KS1 and beyond. We also trialled the Mastering Number Parents' Project in the spring term for all EYFS and Key Stage 1 pupils.

Mathematics at Manor
Curriculum Intent: Retention of Knowledge

MATHEMATICS INTENT

We intend to build a Mathematical curriculum that:

deepens understanding, confidence, competence and retention of knowledge in maths
creates a culture that produces strong, secure learning and real progress
allows children to be a part of inspiring and engaging lessons that will give them a range of opportunities to develop an OPEN-MINDEDNESS in their approach to mathematics,
gives each pupil a chance to demonstrate high ASPIRATIONS of themselves as mathematicians and develop the power of RESILIENCE and determination when faced with mathematical challenges
recognises that mathematics underpins much of our daily lives and therefore is of overriding importance for children to become successful in the next stages of their learning
makes connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems
provides equal opportunities for children to apply their mathematical knowledge to other subjects (cross-curricular links)
is in line with the expectations in the National Curriculum 2014.

MATHEMATICS IMPLEMENTATION

Mathematics is planned, following an approach in line with the EYFS Framework and KS1 and KS2 National Curriculum. Our planning is informed (but not dictated) by the White Rose Maths Hub scheme. Teachers can use or adapt activities for fluency, reasoning and mastery of tasks within each learning journey. The calculation policy is used within school to ensure a consistent approach to teaching the four operations over time. At the start of each new topic, key vocabulary is introduced and revisited regularly to develop language acquisition, embedding as the topic progresses. All lessons begin with a short assessment (e.g. 5 a-day) to support retrieval practice and develop long-term memory.

MATHEMATICS IMPACT

Pupils will make at least good progress in Maths from their last point of statutory assessment or from their starting point in EYFS or KS1. Pupils will use their Mathematic knowledge and skills, in all curriculum areas, to enable them to have a deep understanding, confidence, competence and retention of knowledge in the subject. Children will demonstrate a quick recall of facts and procedures. This includes the recollection of their times tables and the opportunity to develop the ability to recognise relationships and make connections in maths lessons. Mathematical concepts are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.