Mathematics

Intent

At Rowde, we strive for all children to become fluent in the fundamentals of mathematics, through varied and frequent practice with increasingly complex problems over time. We want pupils to develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

Children will reason  mathematically by following a line of enquiry, conjecturing relationships and generalisations, and develop an argument, justification or proof using mathematical reasoning language. They will 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.

Implementation

Our daily maths lessons use adapted White Rose slides, which make mastery practical and achievable by providing clear structures, pathways, content, tools, and support. To develop mastery, children must acquire a deep, step-by-step understanding of mathematical concepts, structures, and procedures. Complex mathematical concepts are built on simpler components; when children understand every step in the learning sequence, math becomes transparent and makes logical sense. Interactive lessons establish a deep understanding in small steps, as well as effortless fluency in key facts like times tables and number bonds. The whole-class approach ensures no child is left behind by working on the same content together.

Teaching and Learning Process

At the heart of White Rose Maths, is a clearly structured teaching and learning process that ensures children master each mathematical step securely and deeply. For each year group, the curriculum is broken down into core concepts, which are taught in units. Each unit is then divided into smaller learning steps or lessons. This systematic approach builds a strong foundation of cumulative knowledge and understanding.

By taking a Concrete-Pictorial-Abstract (C-P-A) approach, White Rose Maths allows children to tackle concepts in a more tangible and comfortable way. Within our lessons, children are supported and extended as appropriate so they can all achieve. Support is often provided through the use of concrete resources, adult guidance, and scaffolding. To extend their learning, children are given challenging work and extended questioning. This helps deepen and broaden their understanding of a concept across a range of contexts.

Arithmetic and Fluency

In addition to the daily maths lesson, classes spend time practicing arithmetic skills. We recognise that arithmetic skills underpin so much of the curriculum, so we prioritise this and ensure children have sufficient time and opportunity to develop their fluency. We use Mastering Number, TTRockstars and Numbots to help with the recall and understanding of key number facts

Impact

Teachers assess children using a variety of methods, including marking, observations, discussions, and specific assessment activities, all of which are aligned with the school's Assessment Policy.

End-of-Unit Checks are used by teachers to evaluate children's understanding of a specific block of learning. Based on these checks, teachers decide whether the class is ready to move on to the next unit or if parts of the previous unit need to be revisited. Teachers also prioritise key units to ensure the most fundamental math skills are taught first.

Additionally, pre-unit checks, weekly plan evaluations, and end-of-unit summative assessments help identify areas that need future reinforcement.

Progress in maths is also measured by the results of NFER and SATs tests, which are administered three times a year in the appropriate year groups.

The subject leader conducts a scrutiny of work throughout the year to ensure consistency and progression across all classes.

Teachers' assessments and record-keeping should follow the procedures outlined in both the Assessment Policy and the Staff Handbook. Data from TTRockstars and Numbots supports weekly formative assessment, and teachers use this tool to inform interventions.