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The National Curriculum emphasises the importance of all pupils mastering the content taught each year and discourages the acceleration of pupils into content from subsequent years.  The current National Curriculum document says:  

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace.

Our vision of the maths curriculum at Woodstock CE Primary School is that children are taught to become aspirational and competent mathematicians; we strive to embed the skills and processes necessary to enable children to use and apply their Maths learning in a variety of contexts and in an ever-changing world.  Whilst being ambitious for our children, we also aim to develop children’s enjoyment of maths and provide opportunities for children to build a conceptual understanding of maths before applying their knowledge to everyday problems and challenges. Our approach to the teaching of mathematics develops children's ability to work both independently and collaboratively as part of a team. Through mathematical talk, children will develop the ability to articulate and discuss their thinking. By the end of Key Stage Two, children will leave our school prepared for the next step in their mathematical education.

We strongly believe that it is possible for every child to be good at maths: all that is required is enough practice to develop automaticity in the basics together with a positive attitude towards the subject. Our teaching is richly supported by the use of pictorial and concrete resources throughout all year groups before moving to the abstract. Children draw on all three aspects throughout their maths curriculum journey. The mastery-learning model forms the basis for our approach to teaching maths. We ensure our children have a solid understanding of the subject knowledge and skills involved with their learning by taking small steps and spending time teaching each mathematical concept to ensure every child has a secure and sustainable knowledge and understanding.

We recognise that for pupils to progress to deeper and more complex problems, children need to be confident and fluent across each yearly objective. To ensure consistent coverage across the school, we use a range of agreed materials and resources to provide age-appropriate tasks for our pupils: in turn, practising key skills and allowing children to become confident when working on key strategies, calculations or methods. To ensure our pupils acquire a deeper understanding in their mathematical learning journey, we supplement our resources by using the DfE Supporting Mathematics Guidance, White Rose Maths Hub and NCETM Teaching, Learning and Assessment materials to guide and support the teaching of mathematics. 

Within the Maths hub schemes of learning, each National Curriculum objective is broken down into small-step learning which strengthens fluency, reasoning and problem solving; our teachers use the learning challenges to teach for mastery - an approach to extend and deepen the understanding of pupils within each year group. Our teaching staff use this document in conjunction with a range of high-quality resources such as NRich and NCETM to support, stretch and challenge all learners within the classroom. 

To further extend mathematical opportunities beyond our maths curriculum, children have access to programmes such as Mathlectics, TT Rockstars and Numbots.  We also engage in national maths celebration days to further raise the profile of maths across the school; some of which include International Day of Mathematics and also the annual Primary Maths Challenge.

For the past few years, we have actively engaged in staff development through the BBO Maths Hub.  The Maths Hub programme is supported by the National Centre for Excellence in Teaching Mathematics and funded by the DfE. Maths Hubs bring together mathematics education professionals in a collaborative national network, to develop and spread excellent practice, for the benefit of all pupils.  All staff members, including Teaching Assistant’s benefit from quality CPD and support from our local Maths Hub to further enhance and develop the quality of teaching and learning, understand up-to-date practice and resources to support the teaching of maths.

Assessment in Maths: Assessment is continual and ongoing and informs future teaching, building a picture of the child’s attainment and progress over time. Throughout the year, the children develop automaticity with their times tables, number operations, place value, and shape, space and measure, by revisiting and practising these skills in morning maths, maths fluency and Flashback tasks. Children are taught to mark their own work and fix mistakes, reflecting on what they found difficult and need more practise with.  Formal teacher assessment points take place 3x yearly using the PuMA scheme to inform overall judgements. For years two and six, the children undertake standardised assessment tests (SATs) during May. This assessment approach gives teachers the information that they need to build a holistic picture of each individual child and enables them to plan further support and opportunities for retrieval; direct teaching and/or adaptation for future lessons and units. Subject leaders monitor assessments to identify trends that inform future curriculum alterations and CPD opportunities.