Maths

‘Everyone can do maths: everyone can!’  (White Rose Maths) 

Intent: 

At St Anne’s, we recognise and value maths as an essential part of everyday life. In line with the 2014 National Curriculum and the 2021 Early Years Foundation Stage Framework. We  deliver a sequentially planned, suitably pitched curriculum with the intent of supporting every child towards achieving their potential.  We align fully with White Rose Math’s assertion that ‘Everyone can do maths.’ At St. Anne’s, we believe that there should be no ‘ceiling’ put on the children’s mathematical learning and understanding; all children can be mathematicians and will achieve.

Adhering to the mastery approach, we work systematically to develop deeper conceptual understanding, identify and minimising barriers to learning and making maths enjoyable and achievable for all. Within supportive, enabling environments, our children are encouraged to become visualisers, describers and experimenters; they are supported to develop fluency in number, to be able to reason and solve problems.

Our intent is to inspire the developing mind, empowering success throughout each stage of education and, ultimately, adult life.  

Implementation: 

At St Anne’s, White Rose Maths (version 3) is used to inform planning across the whole school. This scheme aligns with prevailing statutory curriculums and provides small steps through a carefully planned, sequential curriculum. We understand that the journey to mastery / greater depth learning flows through three levels of working – concrete, pictorial and conceptual. This is reflected in plans and teaching. Classroom learning is supported at home through the online learning platform Mathshed. 

Daily lesson plans, informed by the White Rose ‘small steps’ take place in Y1 – Y6. In addition, fluency in number is practised each day. In Key Stage 2, this is informed by our school’s Key Instant Recall Facts (KIRFs) and appropriate revision of previously learned facts. In Key Stage 1 and Reception, number fluency is addressed through four Mastering Number sessions each week.  Mastering Number is supplemented with White Rose Maths Shape, Space and Measurement planning in Reception Class to ensure a broad and balanced curriculum.

Ongoing, teacher assessment is used to inform appropriate adaptions to lessons plans; teachers will draw upon resources beyond White Rose Maths to meet the needs an individual, group or class. 

White Rose Maths End of Term Assessments are used within Y1 to Y6. Outcomes are carefully analysed using the 'SmartGrade' assessment tool. Progress and attainment are measured and monitored for all individual children along with groups and cohort analysis. This ensures that targeted support and challenge can be planned for.  

In addition to the systematic assessment procedures, termly Book Looks and Pupil Progress Meetings are used to monitor and evaluate the impact of maths teaching across the school. The views of the children are sought through discussions with the maths lead.

Impact: 

Our children enjoy their maths learning, engaging enthusiastically, demonstrating confidence and resilience. 

Being underpinned by the concrete-pictorial-abstract hierarchy of learning, fluency in number supports reasoning and problem solving and children are able to use developed language to justify, reason and explain their work. Our children experience success, being prepared for their next phase of learning. 

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