Maths at Prince Rock
The aims of teaching Maths, as outlined in the National Curriculum, are to ensure that all pupils:
- Become fluent in the fundamentals of mathematics 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 non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
At Prince Rock, we aim to provide rich and varied learning experiences that focus on the real, relevant and purposeful; allowing pupils to develop their skills and abilities so that they may begin to mathematically understand the world around them. Children are encouraged to explore and enjoy maths across the curriculum – bringing meaning and relevance through the interconnection of subjects such as Science, Computing and DT. We aim to cultivate enthusiastic mathematicians by enhancing their knowledge and understanding through practical experiences and investigative work; stimulating a curiosity for the beauty of mathematics.
The content and principles underpinning the 2014 mathematics curriculum and the maths curriculum at Prince Rock reflect those found in high-performing education systems internationally, particularly those of east and south-east Asian countries such as Singapore, Japan, South Korea and China. These principles and features characterise this approach and convey how our curriculum is implemented:
- Teachers reinforce an expectation that all children are capable of achieving high standards in mathematics.
- The large majority of children progress through the curriculum content at the same pace.
- Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.
- Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.
- Practise and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts.
- Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up.
- Children’s oracy skills are developed and nurtured as the children progress through the school. Their explanations and their proficiency in articulating mathematical reasoning, with the precise use of mathematical vocabulary, are supported through the use of stem sentences provided by the teacher.
- To ensure whole consistency and progression, the school uses the White Rose Maths scheme which is then supplemented with other resources (NCETM, N:Rich, etc.)
The school has a supportive ethos and our approaches support the children in developing their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others. Students can underperform in mathematics because they think they cannot do it or are not naturally good at it. The way in which the White Rose Scheme of Learning is delivered by our teachers addresses these preconceptions by ensuring that all children experience challenge and success in mathematics by developing a growth mindset.
Throughout the year, regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child including PP, SEN, EAL and LAC children. These factors ensure that we are able to maintain high standards, with achievement at the end of KS2 well above the national average, as well an increasingly high proportion of children demonstrating greater depth, at the end of each phase.
Progression in Arithmetic