Our Intentions:

The language of mathematics is international. The basic skills of mathematics are vital for the life opportunities of our children; we want all children to learn to think mathematically, enabling them to reason and problem-solve problems in a range of contexts.  
 
At St Gregory's, we use a variety of resources and methods to teach Maths, because we don't all learn in the same way. Teachers carefully plan which methods, resources and apparatus are best-suited to teach, model or reinforce the mathematical learning in every lesson. We use pictures, images and concrete resources to reinforce children's mathematical understanding, right through school.

Our Mathematics curriculum 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. We use the ‘I do’, ‘We do’ and ‘You do’ approach to provide to clearly model mathematical thinking and the process involved to solve problems. 

Implementation:

At St Gregory's, Maths Mastery places emphasis on the cumulative mastery of essential knowledge and skills in mathematics. It embeds a deeper understanding of Maths by utilising a concrete, pictorial, abstract approach so that pupils understand what they are doing rather than just learning to repeat routines without grasping what is happening.

The key features of Maths Mastery that we use at St Gregory's are:

• High expectations for every child
• Fewer topics, greater depth
• Number sense and place value come first
• Focus on mathematical thinking and language
• Using concrete apparatus and resources to support learning
• Calculate with confidence – understand why it works 

White Rose Maths 

• 'White Rose Maths' forms the core of all our planning and teaching in maths, from Reception up to Year 6. We use the WRM ‘small steps’ to break down National Curriculum objectives into smaller, manageable chunks.
• WRM adopts a mastery approach, which encourages in-depth coverage of concepts over the year and over the school life of your child.
• White Rose Maths enables the children to move from concrete to pictorial to abstract understanding of mathematical ideas and concepts.
• It also develops deep-learning in maths, so that children can apply the skills they have learned in a range of 'real-life' and problem-solving contexts, as well as in other subjects across the curriculum.
• At St. Gregory’s, we use WRM, alongside other resources (as we see fit), to support our children’s learning. 

Impact:

Our Maths curriculum at St Gregory's is based around the the current legal requirements of the Foundation Stage and the National Curriculum. We foster positive attitudes, fascination and excitement of discovery through the teaching and learning of mathematical concepts. We ensure pupils become fluent in the fundamentals of mathematics, developing conceptual knowledge and an ability to recall and apply knowledge rapidly and accurately. We provide children with the skills so that they can reason mathematically and solve problems. At St Gregory's, our children will develop a ‘can do’ attitude and perceive themselves as mathematicians. Through our curriculum, we broaden children’s knowledge and understanding of how mathematics is used in the wider world. Our children are able to use and understand mathematical language and recognise its importance as a language for communication and thinking.

Resources

• Each class has a range of resources to support learning in Maths. These are easily accessible for the children so that they can lead their own learning.
• Teachers also have access to central resources/ equipment for their maths lessons.

Times Tables

Effective understanding and recall of times tables is the foundation of most of the mathematics children will do at primary school and the mathematics curriculum involves children being fluent in number skills.

Our times tables scheme includes inverse operations, a range of representations and problem solving, which are all vital skills in mathematics. The children have access to TTRS both in school and at home. We organise TT Rockstars 'Battle of the Bands', to further engage and enthuse the children.

In Year 4, children take the statutory ‘Multiplication Tables Check’ (MTC), to assess their knowledge and recall of times tables facts. Please click the link below to find out more.

https://www.gov.uk/government/collections/multiplication-tables-check

What assessment looks like in Maths at St Gregory's:

In Mathematics, assessment is continuous. From the beginning of every lesson, teachers and teaching assistants will be assessing what their pupils are, or are not understanding and use this to scaffold each segment of the lesson. Interventions will be both planned for and ‘live’, meaning that misconceptions are dealt with immediately and high attaining pupils are challenged appropriately. 

Foundation Stage

• Reception Class practitioner’s ongoing observational assessments made early in Autumn Term 1 ascertain a baseline which then informs subsequent teaching and learning for each child.
• Future attainment is noted using photographs and observational notes. 
• Statutory assessments of are made on entry into Reception through baseline assessment.
• Progress is determined through achieving GLD at the end of Reception.

Key Stage 1 and Key Stage 2

In the daily mathematics lesson, formative assessments are made on a day-today basis. Practitioners observe, question and evaluate lesson outcomes to further determine progress made and the next steps in learning.

• Summative assessments are made at the end of each term to monitor children’s knowledge and understanding of concepts taught.
• NEFR assessments are used termly, in all year groups from 1 – 6.
• Post block assessments take place at the end of each unit of work. 
• Statutory assessments are made at the end of KS2.
• Times Table progress is assessed through the statutory Multiplication Tables Check at the end of Year 4.

Monitoring:

The SLT and Maths Subject Leader play a central role in the monitoring and evaluation of the quality of teaching and learning of mathematics in the school.  
The monitoring strategy:
1. Book looks take place regularly.

2. Pupil progress meetings.

3. Learning walks take place in all classes throughout the year by members of the Senior Leadership Team/ Subject Leader. 
4. Pupil voice.

The subject leader is responsible for monitoring attainment and progress, the outcomes of which are fed back to staff at an appropriate time. Teaching and learning is monitored at a time indicated in the School Improvement Plan: Monitoring and Evaluation timetable. 

If you require any further information regarding the teaching of Maths at St Gregory's, please speak to your child's class teacher or to the Maths Subject Leader - Miss Dunn.

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