At Brunel Primary Academy, we believe mathematics is an
important part of children's development throughout school, right from an early
We intend on delivering a curriculum which:
Allows children to be a part of creative and
engaging lessons that will give them a range of opportunities to explore
mathematics, following a mastery curriculum approach.
Gives each pupil a chance to believe in
themselves as mathematicians and develop the power of resilience and
perseverance when faced with mathematical challenges.
Recognises that mathematics underpins much of
our daily lives and therefore is of paramount importance in order that children
aspire and become successful in the next stages of their learning.
Engages all children and entitles them to the
same quality of teaching and learning opportunities, striving to achieve their
potential, as they belong to our school community.
Makes rich connections across mathematical ideas
to develop fluency, mathematical reasoning and competence in solving
increasingly sophisticated problems.
Provides equal opportunities for children to
apply their mathematical knowledge to other subjects (cross-curricula links).
Is in line with the expectations in the National
Our mastery approach to the curriculum is designed to
develop children's knowledge and understanding of mathematical concepts from
the Early Years through to the end of Y6.
Teaching and Learning,
Content and Sequence
In school, we follow the National Curriculum and
use White Rose schemes of work as a guide to support teachers with their
planning and assessment.
The calculation policy is used within school to
ensure a consistent approach to teaching the four operations over time.
At the start of each topic, key vocabulary is
introduced and revisited regularly to develop language acquisition, embedding
as the topic progresses.
Children are taught through clear modelling and
have the opportunity to develop their knowledge and understanding of
mathematical concepts. The mastery approach incorporates using objects,
pictures, words and numbers (CPA approach) to help children explore and
demonstrate mathematical ideas, enrich their learning experience and deepen
understanding at all levels.
Children work on the objective at whatever
entrance stage they are assessed as being at. Children can acquire the skill,
apply the skill or deepen the skill within the lesson.
Children move through the different stages of
their learning at their own pace.
Children who have shown their understanding at a
deep level within the unit, will have opportunities to apply these skills in a
greater depth activity. This should be challenging and ensure that children are
using more than just one skill to be able to answer the mathematical problems.
Reasoning and problem solving are integral to
the activities children are given to develop their mathematical thinking.
Resources are readily available to assist
demonstration of securing a conceptual understanding of the different skills
appropriate for each year group.
Children are encouraged to explore, apply and
evaluate their mathematical approach during investigations to develop a deeper
understanding when solving different problems/puzzles.
A love of maths is encouraged throughout school
via links with other subjects, applying an ever growing range of skills with
children with additional needs are included in
whole class lessons and teachers provide scaffolding and relevant support as
necessary. For those children who are working outside of the year group
curriculum, individual learning activities are provided to ensure their
Assessment informs the teaching and learning
sequence, and children work on the objectives they are assessed as being at,
with fluid boosting available within a 'keep up, no catch up' culture.
Feedback is given on children's learning in line
with our feedback policy. Formative assessment within every lesson helps
teachers to identify the children who need more support to achieve the intended
outcome and who are ready for greater strength and challenge through planned
questioning or additional activities.
In order to support teacher judgements, children
may be assessed using current and reliable tests (Maths Frame and SATs papers)
in line with the National Curriculum for maths. Gap analysis of any tests that
the children complete is undertaken and fed into future planning.
Summative assessments are completed at the end
of the academic year and reported (in conjunction with teacher assessment) to
parents in the end of year report.
The maths leader has a clear role and overall
responsibility for the progress of all children in maths throughout school.
Working with SLT, key data is analysed and regular feedback is provided, to
inform on progress and future actions. Regular CPD and consultation with
external experts informs maths development planning and teacher guidance.
Children demonstrate a quick recall of facts and
procedures. This includes the recollection of the times table.
Children show confidence in believing that they
Each child achieves objectives (expected
standard) for year group.
The flexibility and fluidity to move between
different contexts and representations of maths.
The chance to develop the ability to recognise
relationships and make connections in maths lessons.
Mathematical concepts or skills are mastered
when a child can show it in multiple ways, using the mathematical language to
explain their ideas, and can independently apply the concept to new problems in
· Children show a high level of pride in the presentation and understanding of their work.
KIRF's (Key Instant Recall Facts) are pieces of mathematical knowledge that we want the children to learn off-by-heart or be able to work out very quickly (within 3 seconds).
They are designed to support the development of the mental skills that underpin mathematics. They are particularly useful when calculating, be it adding, subtracting, multiplying or dividing. They will include facts such as number bonds, counting on, back, times tables, equivalence of units of measure, and square numbers.
Each year group is allocated key facts to focus on throughout the year, in line with age related expectations. These should be practised for rapid recall.
Why are they important?
Research shows that:
The secret to success is practising little and often. Use time wisely. Can you practise these KIRFs while walking to school or during a car journey? You don’t need to practise them all at once: perhaps you could have a fact of the day.
For more ideas, see the documents below or please speak to your child’s teacher.
Each week children will all answer a set of maths questions, each
of these is called a ‘club’.
They complete a club by answering all the questions
correctly in the time limit, for 3 WEEKS IN A ROW.
The clubs get harder and have more questions.
They receive a badge and certificate each time they complete a club.
View the following documents within your web browser or download to read later
We are bold and innovative in our approach to find new solutions to the challenges we face.
We are inspired by the awe and wonder of the world.
We take responsibility for our actions in an environment of mutual respect.
We are passionate about learning.
We are the best we can be.
We overcome all barriers to reach our potential, developing a capacity to improve further.
Brunel is an Ofsted graded 'GOOD' school with 'OUTSTANDING' Personal Development and Early Years Provision - click here to see the full report
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