Maths

At St Paul’s, our maths curriculum 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.

To support the children to be successful mathematicians, we nurture their abilities to:

• Spot patterns
• Solve problems
• Use what they already know
• Find the most efficient method
• Work systematically

Our curriculum is split into two sections – fluency and lessons. Fluency gives the children the opportunity to regularly rehearse maths recall and skills to minimise ‘forgetting’. It focusses on the declarative knowledge of mathematical facts, such as times tables, and procedural knowledge, such as written calculation. Lessons are when new content is taught, so covers declarative, procedural and conditional knowledge (reasoning and problem solving). 

Our curriculum and teaching structure are designed following principles from the NCETM and EEF.

Pupils are taught through whole-class interactive teaching, where the focus is on all pupils working together on the same content at the same time, balancing procedural fluency and conceptual understanding. Where a pupil fails to grasp a concept or procedure, this is identified quickly and early intervention takes place. The use of precise vocabulary is expected in order for children and adults to convey their reasoning and understanding effectively.

NCETM – Essence of Maths Teaching for Mastery

We use a Mastery Flow Structure to support children to progress from ‘novice’ to ‘master’ through each block of work. Within this structure, children are continually given opportunities for rehearsal practice ensuring a balance of facts, methods and strategies (type 1*) with proof and explanation (type 2*). Type 1 rehearsal is also strengthened through daily fluency sessions which gives the children the opportunity to retrieve, rehearse and embed their learning – see Fluency Intent document. *Ofsted research review

To support children to learn and quickly recall their times tables, we use Times Tables Rock Stars (TTRS)

• Fluency download_for_offline
  download_for_offlineFluency
• Maths Intent and Calculation Policy download_for_offline
  download_for_offlineMaths Intent and Calculation Policy

Helping your child with Mathematics.

Parents are an integral part of a child’s ‘learning journey’ and more so than you might imagine for the learning of mathematics.  There are many activities you can either encourage your child to do, support thenm with, or join them with and so learn together.  Here are a few suggestions:

• Encourage them to regularly practice timetables and number facts – a great place to do this is online at either their individual Times Tables Rock Stars account (click here) or at the ‘Hit The Button’ website (click here).
• Play games involving maths: e.g. Sudoku or Monopoly.
• Involve your child in real world maths conversations: discussing the cost of shopping and associated money facts; measuring length as part of a DIY project; calculating distances on a journey; counting items and sharing them out. The opportunities are endless and apply to real-world maths.
• Supporting them with maths homework – exploring the methods and reasoning, not just looking for the answer.
• Take the opportunity to learn something new with them – recap your own understanding.
• Speak to your child’s teacher or the Maths Lead at St. Paul’s, if they are unclear about their maths learning.