Statement of Intent
At Hill Top, we believe that all pupils can achieve in mathematics. We aim to provide pupils with the enjoyment of the subject whilst developing a sense of curiosity that will help them to be able to use their knowledge of mathematical concepts in creative and new ways. We believe this will enable pupils to make a positive impact on the world around them. We intend to achieve this by providing a mathematics curriculum which caters for the needs of all individuals and provides them with the necessary knowledge and skills needed to become successful, confident individuals. We want pupils to become fluent in the fundamentals of mathematics and be able to reason and solve problems confidently, making connections between all areas of the mathematics curriculum. We teach for a deep understanding of mathematical concepts and use mistakes and misconceptions as an important part of the learning process. Our school also recognises the important roles parents and carers play in their child’s learning and encourage a positive home-school partnership to enhance the knowledge
Mathematics is taught as whole class lessons for children to access the age-related knowledge contained in the National Curriculum. Pupils complete a pre-learning task at the beginning of each mathematics topic taught, which clearly identifies their strengths and any knowledge gaps within that area. A series of effective lessons is then planned and taught according to the needs of each individual child, building on prior knowledge. We provide support or intervention for those who require it, as well as challenging those who demonstrate Greater Depth knowledge.
Mathematics lessons follow the White Rose Maths long and medium term planning structure. This ensures there is a clear sequence of objectives taught and that there is a progressive approach throughout each year group. When planning individual lessons, teachers obtain resources appropriate to the objective from a range of sources: Classroom Secrets, Deepening Understanding, Twinkl, I See Reasoning, NCETM and Teaching for Mastery. This enables children to become exposed to a range of questioning types and problems.
Lessons are varied and engaging, allowing children to develop fluency through the practising of key skills, repeating, reinforcing and revising. Children then apply these skills to problem-solving and reasoning activities appropriate to their level of understanding. Those children who demonstrate Greater Depth knowledge and are already fluent in a particular area of maths may move straight on to more challenging mastery work.