Mathematics

Intent

• Children are taught to master maths, making maths achievable for all children
• Children are encouraged to use mathematical vocabulary to support their ability to reason and explain
• Children are exposed to a range of methods, and encouraged to draw upon their preferred method when solving a problem
• Children use a concrete, pictorial abstract approach to support their learning
• Can solve problems by applying their Mathematics

At Durrington Infants, these skills are embedded within Maths lessons and where appropriate within our Curriculum so they are developed consistently over time. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics. At Durrington Infant School we want our children to know, remember and do more.

Implementation

The content and principles underpinning the 2014 Mathematics curriculum and the Maths curriculum at Durrington Infants reflect those advocated by the Mastery approach found in high-performing education systems internationally. 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. Class teachers support and challenge individual learners using scaffolds and interventions and with an emphasis on deepening  knowledge
• Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.
• Practice 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.

Impact

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. Children can underperform in Mathematics because they think they can’t do it or are not naturally good at it. The Curriculum addresses these preconceptions by ensuring that all children experience challenge and success in Mathematics by developing a growth mindset. Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child. These factors ensure that we are able to maintain high standards with achievement at the end of KS1 growing in time to be above with National Average and seeing a higher proportion of children demonstrating greater depth, at the end of each phase.