St Paul’s vision for mathematics is rooted in deep conceptual understanding. Mathematics is important in everyday life. Children’s chances of success are maximised if they develop deep and lasting understanding of mathematical procedures and concepts. All children are challenged and encouraged to excel in maths.

In accordance with the statutory requirements of the maths national curriculum for KS1 and 2 we want children to develop their conceptual understanding, be fluent, reason and be able to solve routine and non-routine problems.

We believe that the concrete, pictorial and abstract approach will embed this understanding of concepts, keeping them firmly placed in the long-term memory – to be recalled and resurface when needed. 

To support the above, we believe that manipulatives enable all children to explore and explain the abstract nature of maths. We encourage drawings, including the use of bar models.  This concrete, pictorial and abstract approach, underpinned by research is proven to be a very effective way of supporting mastery. A mastery approach encourages all children to make links within mathematics and also to see and explain patterns. To aid long term memory, keep number facts and mental fluency sharp, the repetition and retrieval of known skills are also revisited daily.

St Paul’s School has chosen to use a mastery approach and follow the White Rose Schemes of Learning, to use alongside MyMaths, Inspire Maths and Abacus textbooks where appropriate. Keeping a close eye on government recommendations and the NCETM, resources are further supplemented.

Our own maths calculation policy clearly sets out the progression in written calculations using CPA from Reception to Year 6.

In the early years, we use the Early Learning Goals (ELG) of number and numerical patterns to guide planning, through a balance between child and adult initiated learning, working with focus children weekly. We refer to Numicon Firm Foundations materials, White Rose schemes and NCETM materials. There is a heavy emphasis on developing mathematical language through sorting, matching and comparing as well as exploring pattern and the ability to subitise objects and images. Maths themes and ideas are followed and embedded through children being able to subsequently select from a range of indoor and outdoor activities. Assessment is continuous and refer to the ELGs.

Mastery is embedded into the White Rose and Inspire textbook programme. Teachers adopt strategies to ensure all children access the whole curriculum. Lessons develop children’s fluency and reasoning together. Maths lessons are planned by mapping key mathematical concepts in a topic, then breaking them down into small steps. To achieve mastery, children are expected to use accurate mathematical vocabulary when explaining their understanding and modelling their methods; support peers; ask and answer questions using precise mathematical vocabulary; develop visualisation skills; develop their metacognition and increase their resilience. Our maths curriculum often involves whole-class mixed attainment teaching with all pupils being taught the same concepts at the same time. Differentiation in St Paul’s School is approached through and achieved by careful questioning, additional scaffolding and the length of time resources are used for and extra challenge within attainment groupings alongside children taking ownership of their own progress through metacognition. Those children that are slower to grasp content will also be supported by immediate intervention. Similarly, those children that grasp concepts more rapidly and have demonstrated elements of mastery are given deeper, rich activities. In line with our curriculum driver on Aspiration, children will leave St Paul’s knowing there is no ceiling to their aspirations. Our maths curriculum will present them with inspirational ideals and open their horizons through identifying links with their future, develop positive mindsets and not be afraid to make mistakes.  

To aid long term memory, the repetition and retrieval of known skills are practised daily. To keep number facts and mental fluency sharp, counting, number-bonds, times-tables etc, are practised through games and mental starters including the use of “Times-tables Rockstars” and “Numbots”. Through repetition they retain their learning and independently apply these skills and develop links in their understanding.

Year 6 create their own “Maths Journals” of procedures and concepts. Knowledge organisers – along with a focus on vocabulary are introduced to all year groups. In line with our curriculum driver independence, children at St Paul’s develop their vocabulary and deepen their knowledge of mathematics.

Assessment in KS1 & 2 includes immediate feedback during the lesson from the teacher and after, in their books where relevant. Assessment is used to plan subsequent teaching and learning, including group and individual interventions.  The use of Century and Rising Stars Arithmetic tests are used weekly in years 1-6, White Rose and Inspire Maths Practice and Review sections may be used to contribute to teacher’s judgments. Formal assessments are completed in the Autumn and Summer with Years 2 and 6 sitting SATs in May. Year 4 take the online Multiplication check (MTC) in June.

British values, difference and diversity are reflected in our resources and cross-curricular activities. A Maths Storybook Week is held in October fostering enthusiasm for mathematics in all children. We participate in competitive events, such as the UKMT Maths Challenge and attend Maths Masterclass days run by Enfield Borough. In line with our curriculum driver on resilience our aim is that children will develop strategies to build good mental health in order to enjoy their lives ahead. Through STEM learning, our maths resources and cross-curricular work, children develop an appreciation of mathematics and its importance in everyday life – and how it can make a positive contribution to society.

As a result of our mathematics curriculum and teaching at St Paul's, pupils:

• have a positive attitude towards mathematics, are engaged and challenged
• are confident in the use of mathematical vocabulary and make connections between mathematical topics
• use a variety of resources to support and explain their learning
• have a consistent approach to calculation
• use different representations of mathematical concepts
• constantly retrieve, rehearse, repeat and consolidate skills
• are taught new content which draws on and makes links with that previously acquired
• are efficient, systematic and accurate in their approaches
• have their learning tracked and monitored to address misconceptions
• have low stakes and timed testing which helps them to remember content and learn facts to automacity
• are well prepared for external assessments to ensure all have the best chance of proficiency
• are taught core facts, formulae, concepts, methods and strategies that are useful now and in the next stage of their education.