At Ainsdale St John’s, we are mathematicians. All children are encouraged by the belief that by working hard at maths they can succeed. In short, they can master maths and by acquiring a solid enough understanding of the maths that’s been taught, children can move on to more advanced material. Our belief and aim is that they can acquire a deep, long-term, secure and adaptable understanding of the subject.
The intention of our approach is to provide all children with full access to the curriculum, enabling them to achieve confidence and competence within the deepest learning. We want to develop mathematical fluency so the children are quick and efficient when recalling facts and procedures and have the flexibility to move between different contexts and representations of mathematics.
We see mastery of maths as a journey and long term goal, achieved through exploration, carefully crafted lessons and resources. Through high quality teaching, we aim to foster deep conceptual and procedural knowledge where critical thinking, intelligent practice and consolidation play a central role. Children are encouraged to collaborate and share their learning, they are given opportunities to communicate their understanding clearly and in a variety of ways.
Within a creative curriculum we want pupils to realise that our understanding of maths has been developed over centuries, providing the solution to some of history’s most intriguing problems. They should know that it is essential to everyday life, critical to science, technology, engineering and necessary for financial literacy.
As pupils progress through the school, we intend children to have the ability to reason mathematically, have an appreciation of the beauty and power of maths and a sense of enjoyment and curiosity about the subject.
The maths curriculum is based on the National Curriculum programmes of study and has been carefully designed to ensure progression and repetition in terms of embedding key learning, knowledge and skills.
We use resources and planning provided by the National Centre for Excellence in Teaching Maths, Third Space Learning and White Rose Maths and this helps class teachers deliver a rich curriculum which covers all key aspects of mathematics.
Teachers are supported by the North West Hub 3 and aim to follow a mastery approach to the teaching of maths, embedding fluency of skills and deepening of understanding through a scaffolded small steps approach. Children are encouraged to see patterns and make connections in their mathematical thinking.
Maths is taught discretely but staff also make meaningful links across subjects and link prior knowledge to new knowledge to deepen children’s learning. We believe that by crafting our curriculum this way, we improve the potential for our children to retain what they have been taught, to alter their long-term memory and thus improve the rates of progress they make.
Teachers use formative assessment in lessons and this informs their short term planning and helps them provide the best possible support for children.
Summative assessments are made at the end of each unit of work and NFER assessments are used twice a year to support in measuring progress in the year.
Monitoring in maths includes: book scrutinies, learning walks, pupil and staff voice. Information gathered is used to gain an accurate understanding of the quality of education in maths.