Mathematics at Leven CE Primary School is led by Mrs Hansell and Mr Seymour. 

Mathematics Curriculum Rationale

At Leven CE Primary School, we value Mathematics.We are MATHEMATICIANS! We want our children to understand that Maths is essential to everyday life: critical to science, technology and engineering, and a necessary life skill. We want our children to grow up with a deep understanding of Mathematics, applying it to their chosen career paths as accountants, air craft engineers, teachers, gaming directors and more! We value our visition - Together We Shine As One - using this to guide and influence our learning. We want our children to leave Leven CE Primary School feeling not only confident but with memories of Maths that spark joy and encourage a life-long positive relationship with the subject. 

Intent

Teaching of Mathematics at Leven CE Primary School is underpinned by a belief in the importance of Mathematics and a belief that most children can succeed in Mathematics in line with national expectations for the end of each key stage.

At Leven CE Primary School we subscribe to the aims of the National Curriculum for Mathematics to ensure that all pupils:

• Become fluent in the fundamentals of Mathematics.
• Can reason mathematically. 
• Can solve problems. 

It is our aim to develop:

• A growth mindset about ability to learn Mathematics. 
• A positive attitude towards Mathematics and an awareness of how fascinating elements of Mathematics can be. 
• Competence and confidence with numbers and the number system and other mathematical knowledge, concepts, and skills.
• Problem solvers, who can reason, think logically, work systematically, and apply their knowledge of Mathematics.
• An ability to communicate using mathematical language.
• An ability to work both independently and with others. 

Implementation

At Leven CE Primary School we adopt a mastery approach to Mathematics teaching and learning. This means that our teaching:

• Has number at its heart.
• Stays in the required key stage and supports the idea of depth before breadth. 
• Ensures that pupils can stay together as they work through the scheme. 
• Provides time to build reasoning and problem-solving elements into the curriculum. 

We follow the medium-term plans designed by Hamilton Trust from EYFS to Year 6 which ensures coverage, continuity, and progression in our teaching. 

All teachers plan daily Mathematics lessons which aim to break children's learning down into small, connected steps. Planning is done on a weekly basis and includes learning intentions, key vocabulary, differentiated activities and, where possible, identifies misconceptions that many children will have. Factual knowledge (e.g. number bonds and times tables), procedural knowledge (e.g. formal written methods) and conceptual knowledge (e.g. of place value) are taught in a fully integrated way and are all seen as important elements in the learning of Mathematics. All lessons include activities designed to provide opportunities for children to develop their reasoning skills and to solve a range of problem types. 

We believe that children's conceptual understanding and fluency is strengthened if they experience concrete, pictorial, and abstract representations of a concept during a lesson and our lesson planning incorporates these approaches. Repetition of key ideas helps to verbalise and embed mathematical ideas and provides pupils with a shared language to think about and communicate Mathematics. Children will encounter a range of experiences in Mathematics lessons, e.g. practical activities and mathematical games, group and individual problem-solving activities, whole class discussions in addition to working in a more formal manner in their Mathematics books. 

The whole class is taught Mathematics together, where appropriate using the mixed-age Hamilton Trust plans to that each year group is taught age-appropriate content. The learning needs of individual pupils are addresssed through careful scaffolding, skillful questioning, and appropriate rapid intervention, to provide the necessary support and challenge. Differentiation may also be achieved using activities which cater for a range of mathematical responses, the use of mathematical manipulatives and the use of adult support. Children who grasp concepts rapidly are given an opportunity to deepen their learning through the provision of carefully designed activities. Grouping of children within lessons is fluid and flexible and will be based on children's performance in a previous lesson or at the beginning of that lesson. 

We use the SEND Code of Practice and local and national guidance to inform our curriculum structure and our curriculum enables delivery of learning for all children regardless of need. 

Children with an identified SEND may need carefully differentiated work to meet the objectives from lower year groups in order to make adequate progress. SEND children will have targets indentified in their Individual Learning Plans which will inform their interventions. 

All classrooms have a working wall where models, vocabulary and visual images are displayed and referred to. Children will use these to support their learning. 

Maths in the Early Years at Leven CE Primary School

Mathematics is one of the specific areas in EYFS. At Leven CE Primary School, we recognise that Maths is an integral part of day to day life and we instil mathematical concepts not only in our direct teaching and opportunities in child initiated play but we also thread Mathematics through our daily classroom routines. We want our children to not only develop a love for Maths but also have the opportunity to learn practical skills through real life application.

For example, each day we count at every possible opportunity. We count how many children are present, when lining up, counting out milk and fruit and recording the date. We look at concepts of sharing, more/less, size and measurement at every available opportunity and carefully promote that all adults reinforce and strengthen children's knowledge. 

Our Mathematics curriculum is based on Development Matters and Hamilton Trust in Reception. Maths is recorded via photographs and Class Dojo and assessments are based on teacher knowledge of the child. The two main areas of focus are Number and Numerical Patterns. We will also practically explore the concepts of pattern, shape and measurement. 

In Reception, children take part in adult directed and child initiated Mathematics. It is important children are given the opportunity to learn Maths through practical, active, hands-on experiences. We implement this approach into our focused lessons and our continous provision areas. After learning new concepts, children are given opportunities inside and outside the classroom to apply their understanding through challenges and enhancements to best support our children to internalise and master their learning. 

Impact

Our high-quality Mathematuics curriculum aims to progress the development of children's confidence, skills, and knowledge throughout their time in our school. 

Formative and summative assessement is an integral part of our Mathematics teaching, and it is through this that we measure the impact of our teaching. 

Summative assessment will be undertaken using a variety of methods appropriate to the year groups. In Years 3, 4 and 4 the children will undertake the termly PIXL assessment tests (arithmetic and reasoning papers) at the end of the Autumn 1, Spring 1 and Summer 1 terms. In Year 1 they will undertake the PIXL Spring and Summer term tests. Non-statutory Key Stage 1 and statutory Key Stage 2 tests will be undertaken at the end of Years 2 and 6, with past papers being used across the year to assess progress. 

Formative assessment will occur during lessons through observation, the use of questioning and from evidence in children's books. This assessment will be used as a basis to plan for children's progression in subsequent lessons or intervention groups. 

Marking is undertaken by both pupils and adults and is seen as an integral part of the assessment process to aid pupil progress. Marking will be relevant and focused and will allow children time to review their own work and make necessary corrections. Where appropriate, teachers will provide opportunities for further challenge within their marking. 

We monitor the quality and effectiveness of the teaching of Mathematics at Leven CE Primary School through:

• Scrutiny of assessment data
• Monitoring of children's books
• Learning walks
• Pupil voice activities
• Lesson observations