Intent

At Wigton Moor everyone learns, everyone achieves and everyone matters!  This is seen in our mathematics curriculum in a variety of ways.  This can be through a shared attitude for all to never give in; the way we teach with a no ceiling approach to differentiation; our commitment to never assuming vocabulary is understood; in our approaches towards the most able and children with SEND.

We want pupils at Wigton Moor to enjoy maths.  We want pupils at Wigton Moor to see that, if they work hard, they can solve challenging problems and we want pupils to really see the value in everyday mathematics.  This vision isn't just enacted in maths lessons but is built upon in Science lessons when children record data or draw graphs.  It is enacted in Design and Technology lessons when children measure wood before sawing or weighing ingredients before cooking.  It is enacted across the curriculum with the intention of giving pupils a deeper understanding of the role mathematics plays in our lives!

Implementation

Wigton Moor teaches the national curriculum which can be seen in the documents below.  This starts with the EYFS early learning goals and progresses through KS1 and KS2.  The national curriculum for mathematics aims to ensure that all pupils: 

• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language 
• can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

To support our teaching at Wigton Moor, we follow the White Rose Maths schemes of work in Reception, Key Stage 1 and Key Stage 2.  We encourage all teachers in to adapt planning to meet the needs of the children - not follow the scheme blindly.

Teachers will follow the teaching sequences and use resources provided by White Rose Maths but we encourage teachers to plan for the needs of the children, spending time studying areas, set out through the programmes of study in the National Curriculum, that require the most attention.  The overall aim for all children is to achieve mastery. Mastery of mathematics is something that we want all pupils to acquire, or rather to continue acquiring throughout their school lives, and beyond.

Impact

To assess that children have learnt more and remember more each day, assessment for learning is embedded deeply across the school and can be seen in all year groups and in all lessons.  Pupils regularly use white boards and other aids to help guide their teachers in to crafting lessons to meet the needs of all children.  Pupils complete assessment quadrants and end of unit tests to gauge their understanding and to assess their own progress.  We use regular summative assessments to inform teachers, parents and pupils on their outcomes and relish the challenge of the end of Key Stage SATs tests.  The data for this can be found under 'Key Information/Ofsted and Performance Data' within this website.

Ultimately we judge our impact on the mathematicians we see at the end of Year 6.  Here we always hope to find able pupils who can apply what they have learnt and pupils who are ready to progress to the next stage of their education.  Our evaluations of our curriculum and best practice are always on-going!

Curriculum Documents

Reception Planning Overviews:

Below you can see the sequence of learning planned by the White Rose Maths Scheme for Reception.  The titles of the topics give a hint to what is covered.  For example, 'Just like me' focuses on sorting and grouping. 

Progression

In June 2020, the DfE, alongside the National Centre for Excellence in the Teaching of Mathematics (NCETM), produced a non-statutory guidance document that aimed to:

• Bring greater coherence to the national curriculum by exposing core concepts in the national curriculum and demonstrating progression from Year 1 to Year 6
• Summarise the most important knowledge and understanding within each year group and important connections between these mathematical topics

This publication identifies the most important conceptual knowledge and understanding that pupils need as they progress. These important concepts are referred to as ready-to-progress criteria and provide a coherent, linked framework to support pupils’ mastery of the primary mathematics curriculum.

On-Line Learning

All pupils have access to on-line subscription services to support maths learning.

In Year 1 and Year 2 all pupils have access to MathsShed - The platform allows teachers to set specific activities for pupils based on what they have been learning in class.  Pupils also have access to additional maths games and which support the curriculum.  

In Year 3 and Year 4 all pupils have access to TT Rock Stars - There are three game types, Garage/Gig, Studio and Soundcheck. Pupils create a Rock character and build up their speed to improve their 'rock speed' and improve their Rock Star.  In this game pupils can also compete against each other.

• In Garage/Gig pupils complete times table questions for only the tables teachers have set - this is best for practice and earning coins
• In Studio questions are anywhere up to 12 × 12 - this is best for improving rock speed and status
• In Soundcheck there are 25 Questions, based on 12 x 12 multiplication facts, with a 6 second limit per question

In Year 5 and Year 6 all pupils have access to MyMaths - This platform allows teachers to set maths specific homework with mini lessons attached.  Pupils have access to games and support lessons and activities across the curriculum.