Maths

Intent, Implementation and Impact of Maths at St John's

At St Johns, we believe that every child has inherent potential and light within them. Our statement, "Finding the light in Ourselves and Each Other," shapes our approach to education. We aim to illuminate the unique talents, strengths, and gifts within each child, encouraging them to shine in all they do. Our maths curriculum is designed not only to nurture academic skills but also to foster resilience, mutual respect, and a growth mindset, rooted in our Christian values.

Intent

Our intention for teaching mathematics through the maths mastery approach is to develop confident, resilient, and curious mathematicians who see the beauty and relevance of maths in their lives and the world around them. We follow White Rose Maths as a resource to support our approach. We aim to:

• Inspire a love of learning and problem-solving by fostering an environment that celebrates curiosity, resilience, and exploration.

• Develop fluency, mastery, and understanding of core mathematical concepts, enabling all pupils to access and enjoy the subject.

• Emphasize personal growth and encourage students to "find the light" in themselves and others by supporting each other through challenges and celebrating each other’s achievements.

• Integrate Christian values such as patience, perseverance, and kindness, helping children to develop positive attitudes toward learning and each other.

• Promote a culture of inclusivity and respect where every child, regardless of ability, is valued and supported to reach their full potential.

Implementation

Our implementation is developed through secure understanding of the curriculum and subject area.

 Planning

Maths is a core subject in the National Curriculum. St John's follows the White Rose Maths as the basis for implementing the statutory requirements of the programme of study for mathematics. Planning is undertaken at three levels:

1. Long term: National Curriculum

2. Medium term: planning is detailed in the White Rose Maths planning.  It gives the main  teaching objectives (small steps) for each term and ensures an appropriate balance and distribution of work across each term. This planning gives ideas for mathematic talk, fluency, problem solving and reasoning. Yearly overviews are  up-dated annually in response to data and in house monitoring of teaching & learning.

3. Short term planning is carried out weekly by the class teacher supported by the use of the White Rose Maths  materials, our calculation policy, NCETM, and other useful resources. These plans list the specific learning objectives and details of how the lessons are to be taught, including key vocabulary and resources required. 

Daily lessons are taught in 3 parts: fluency (practise linked to the lesson) main input & plenaries (not necessarily at the end of a lesson) and incorporate where necessary:

Concrete, pictorial, abstract

Objects, pictures, words, numbers and symbols are everywhere. The mastery approach incorporates all of these to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding. Together, these elements help cement knowledge so pupils truly understand what they’ve learnt.

All pupils, when introduced to a key new concept, should have the opportunity to build competency in this topic by taking this approach. Pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.

Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.

Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.

Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.

Teaching

‘Quality first teaching’ linked to teaching standards:

All teachers:

 1. ‘Know where their children are’ through the use of assessment (diagnostic, formative and summative) prior learning, and maths talk

2. ‘Understand where their children need to be’ through a secure understanding of year group expectations and/or

 pre key stage expectations and ongoing, formative assessment

3. ‘Know how they are going to get them there’ through the use of a range of strategies to promote independence, mastery and high expectations of ALL.

4. Effectively deploy adults to support and challenge.

5. Plan for progression during and between lessons.

Impact

 Pupils will leave us prepared for the next stage in their lives with:

• Quick recall of facts and procedures

• The flexibility and fluidity to move between different contexts and representations of mathematics

• The ability to recognise relationships and make connections in mathematics

• Confidence and belief that they can achieve

• The knowledge that maths underpins most of our daily lives

• Skills and concepts that have been mastered.

A mathematical concept or skill has been 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 and this is the goal for our children. These will be assessed through: assessment, tracking, pupil progress meetings, performance management, moderation and standardisation.