At Sutton CP School, we believe that an ability to use mathematics is fundamental to understanding the world and is important for all aspects of life.
Our mathematics curriculum has been developed to ensure every child can achieve excellence in Maths. We are committed to fostering an enthusiasm and positive approach towards Maths.
All year groups (R-Year 6) follow a mastery approach in line with their year group expectations. This means all children are supported to progress together as a class group, according to the expectations of the National Curriculum.
This approach provides pupils with a deep understanding of the subject through a concrete, pictorial and abstract approach. This ensures pupils fully understand what they are learning. Challenges are set for more able children and support is given to those children who need it.
As the National Curriculum details, we expect that children will become fluent in the fundamentals of maths, can use these skills to reason mathematically and can apply such skills to solving problems that are both routine and non-routine.
We value the importance of children being able to apply their knowledge of mathematics across the curriculum to other subjects and we ensure that children are given such opportunities. We also use the local area to provide different circumstances so children can experience mathematical learning outside the classroom.
Opportunities are carefully planned to enable connections to be developed between the Maths we learn at school and applying it to real life contexts.
The planning structure for each year is based upon National Curriculum 2014 and White Rose Schemes of Learning, but adapted for the needs of the children in each class. Statistics Topics are taught in blocks to give children the opportunity to fully consolidate learning and develop a depth of understanding before moving on.
Teachers plan a 60 minute lesson every day that follows the White Rose Scheme. They also practise mental mathematics skills which revise and revisit learning on a regular basis.
All teachers continually monitor the progress of the children through the use of concise summative assessment, prior learning, assessment, maths talk. Short term planning is designed to include summative assessment on a regular basis.
They have a good understanding of where their children need to be through a secure understanding of year group expectations and/or pre key stage expectations and incisive, ongoing, formative assessment
Class teachers know how they are going to get the children where they need to be through the use of a range of strategies to promote independence, mastery and high expectations of all children.
Adults in class are effectively deployed, specifically during introductions, plenaries & catch-up sessions. The use of live marking during lessons is deployed as an effective tool to assess, direct and assist those children who need help.