Maths Intent, Implementation and Impact
- To encourage a positive and resilient attitude towards maths where children are not afraid to take risks
- Provide opportunities for children to excel in maths
- Ensure good progress for all pupils
- Children develop automaticity with number
- To develop critically thinking minds so that children tackle increasingly sophisticated problems in a logical and structured way
- Create a positive relationship with the subject where children see that value of maths in their future lives
- A differentiation system (3 chilli) is used to challenge all pupils. Pupils are actively encouraged to challenge themselves.
- Interventions provided to fill gaps in learning
- Complex problems are provided to push GD pupils
- Outcomes from summative assessments are used to inform planning and drive progress
- Daily BIG maths is used to address weaknesses based on assessment outcomes
- Word problem of the week is used to develop critical thinking skills/reasoning/problem solving.
- Concrete, pictorial and abstract representations are provided in a structured way to develop conceptual understanding
- Doodle maths is used to provide further tailored support (early work)
- Maths work is celebrated (Times table badges) to develop positive attitudes/ambition
- Links are made to real life contexts when teaching maths
- Children develop the resilience and confidence to tackle increasingly complex maths problems as they transition through school
- All children make at least 4 steps of progress each year.
- The percentage of pupils achieving GD at the end of year 6 is at least in line with national outcomes
- Pupils reach termly milestones in their recall of key number facts (including times tables)
- Children can independently solve word problems in a wide range of real life contexts
- Pupil voice shows that our children enjoy and value maths and can explain how maths is used in the real world
At Bramley Vale, we follow White Rose schemes of work from reception to Y6. Nursery use a scheme from ‘master the curriculum’. These schemes are supported through our use of BIG maths, which is planned in response to assessment analysis so that gaps in learning are addressed. Reception and ks1 pupils are also taught to master number using objectives from NCETM.