Clifton Street, Worsley, Mesnes, Wigan, Greater Manchester WN3 5HN

enquiries@admin.worsleymesnes.wigan.sch.uk

01942 776457

Worsley Mesnes Community Primary School

We Learn Like Champions

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Maths Curriculum Leader - Mrs A Hanley

 

Intent: 

At Worsley Mesnes Community Primary School, we understand that mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. Therefore, we intend to provide a high-quality mathematics education ensuring our children have a firm foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. We want our children to become fluent in the fundamentals of mathematics, through varied and frequent practice with increasingly complex problems over time, so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately; reason mathematically, following a line of enquiry, conjecturing relationships and generalisations. Finally, it is our intention to teach our children to 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, not just in maths lessons, but across the wider curriculum. 

Implementation: 

At Worsley Mesnes Primary School we embrace the Mastery approach to teaching Mathematics. Teaching and learning incorporates the three fundamental aims of the National Curriculum: Fluency, Reasoning and Problem Solving for all children.  Following the Mastery approach, pupils work on the same tasks and engage in common discussions. Concepts are often explored together to make mathematical relationships explicit and strengthen pupils’ understanding of mathematical connectivity. Precise questioning during lessons ensures that pupils develop fluent technical proficiency and think deeply about the underpinning mathematical concepts. Differentiation occurs in the support and intervention provided to different pupils.  There is no differentiation in content taught, but the questioning and scaffolding individual pupils receive in class as they work through problems will differ. 

Early Years: Maths in the Early Years is a fully immersive experience.  Mathematical concepts are integral to their daily play and learning. The children engage in carefully planned activities which develop maths skills in cardinality, shape and space, comparison, simple measures and patterns. 

Y1-Y6:  Each year group’s long term plan is based on the National Curriculum Objectives (see appendix for each year group’s long term plan). Teachers use a range of resources (including NCETM, White Rose, Test Base) to provide appropriate learning opportunities to encourage children to make connections between the different Maths strands as well as other curricular subjects such as Science, History and Geography.  

Teachers challenge children to find efficient methods to solve problems and encourage them to develop their understanding through explaining their mathematical thinking using appropriate vocabulary. We also provide our children with opportunities to develop their basic number facts beyond the daily Mathematics lesson through the use of a variety of resources such as Fluent in Five, Times Table Rockstars, Mathletics, a reward system for learning Multiplication facts as well as a whole school Maths Day once a year. 

Assessment: Teachers use daily assessments to inform planning and keep a record of each child’s understanding by swiping the National Curriculum statements in each child’s book.  At the end of each unit, teachers record the outcomes for children on their unit overview sheet to inform any necessary follow work.  Children are formally assessed at the end of every term and teachers use this evidence to inform Teacher Assessments which is inputted into the school tracking system termly.  

Impact: 

The intended impact is for the majority of children in each year group to be working at or above the expected standards for their age. In addition to this, we want them to be inspired by mathematics and want to learn more; be able to show progression in their subject knowledge; be able to use efficient methods to solve problems and explain their mathematical thinking using appropriate vocabulary; be able to embed key concepts into their long term memory and finally to understand where their learning in mathematics can take them into the future!