Pittington Primary School

National Curriculum

Curriculum Statement

Mathematics
Mathematics, rightly viewed, possesses not only truth, but supreme beauty
Bertrand Russell

Content Mathematics Curriculum
The Mathematical Curriculum at Pittington Primary School supports and supplements the National Curriculum by reflecting the needs of our children and the context of the school.
 

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 non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

The children will be given opportunities to learn and develop their understanding of:

• Number – The Number System and Place value
• Number - Addition, Subtraction, Multiplication and Division
• Number – Fractions
• Ratio and Proportion
• Algebra
• Measurement
• Geometry – Properties of Shape
• Geometry – Position and Direction
• Statistics 

Assessment of Mathematics
At Pittington Primary it is our intention that all children will at least reach their age related expectations as described in the National Curriculum. However through a curriculum that is challenging and relevant to the children, we expect children to achieve greater than age related expectations.

Children who are not meeting age related expectations will be supported by staff through differentiated tasks and targeted small group work. The direct use of key questions and targeted support will be offered to ensure that any gaps between groups of children are closed.

Assessment of the children’s mathematical skills will be assessed by the class teacher. Teacher Assessments will be ongoing formative assessments throughout the year as well as summative assessments. There will be a range of evidence to support teacher judgement including ongoing assessments in maths books, mental maths assessments through termly, age appropriate, x-table assessments in Y1-6. Year 6 will complete formal Standard Assessment Tasks (SATs) in the summer term and Year 4 take the National Multiplication Tables Check (MTC).

Monitoring of Mathematics
The quality of the learning across the school is monitored by the Mathematics Subject Link Teacher.

Monitoring includes the Subject Link Teacher observing learning within lessons, planning scrutiny, work scrutiny and discussions with children. Analysis of data is also undertaken to ensure that standards are high and that improvements are made where necessary.

Training is offered to all Subject Link Teachers to ensure that their knowledge and skills are up to date and accurate.

The Subject Link Teacher meets with the Special Interest Governor for Mathematics to share school improvement plan initiatives with them and ensure that governors are aware of standards across the school.