Maths Curriculum

Intent

At Pinewood we foster the potential of all our mathematicians, through a comprehensive curriculum that is inclusive for all pupils and develops their key skills, enabling them to acquire a high level of fluency with efficiency, accuracy and flexibility. Children at Pinewood develop conceptual understanding of basic numbers and are able to make links between concrete, pictorial and abstract mathematical representations. They develop confidence and resilience to master mathematical challenges that exist both within the classroom and the wider world and to overcome these with curiosity and fascination.  

Implementation

At Pinewood Infant School the mathematics curriculum is based on the National Curriculum, delivered primarily through the Hampshire planning frame. This enables the curriculum to be delivered in a progressive manor with plenty of opportunities for over-learning and challenge for the most able.

 

There is a daily maths lesson of approximately 1 hour which usually contain a mental maths starter to embed and stretch children’s understanding of mathematics, especially number. This can focus on counting skills, a small number of questions or scenarios encouraging high level discussion.  During this time, calculations are also re-enforced with the use of concrete resources.

 

The rest of children’s learning is delivered on the basis of high quality AfL, with differentiation and split inputs to enable children to progress well both within lessons and through series of lessons. They access appropriate challenges with a balance of independent work, paired work and adult-led learning. There is a high focus on open ended, low threshold high ceiling learning. Children make real-life links between their maths and the wider world and the rest of the curriculum (for example design technology) to embed the functionality of their learning. Meta-cognitive problem learning strategies are explicitly taught to the children and children use ‘The Maths Toolbox’ to remind themselves of the different heuristics available to them.

 

Throughout their time at Pinewood children use a variety of practical resources which help solidify a context driven learning strategy. Maths provision in Early Years focuses on a balance between introducing and teaching new concepts. The well-resourced enhanced provision classroom provides opportunities for developing understanding of mathematical concepts. The children apply these skills through exploration using Numicon, building blocks, water play as well as a variety of many other resources. 

 

A termly “clinic” is timetabled for teachers to have informal discussions about maths issues they would like to address. The maths leader attends training from the local authority and staff training sessions are regularly delivered.

Parents are provided with extra opportunities to support their children in maths through drop-in clinics with the maths leader or deputy head teacher. The school subscribes to Purple Mash which further supports children’s access of maths both within school and outside.

Impact

The school places a high priority on maths and the maths leader is part of the Senior Leadership Team. On a weekly basis, the maths leader monitors and supports various aspects of the teaching and learning through book and planning scrutinies, observations, question level analysis of test data, pupil conferencing, auditing of the learning environment, analysis of the progress of groups of children and more. Immediate feedback is provided to staff to ensure standards are maintained or improved. Moderation of maths takes place fortnightly as an internal moderation and termly as a cluster group. A final moderation takes place at the end of KS1. Learning is measured through careful analysis of the application of skills. 

Class teachers and the leadership group conduct half termly pupil progress meetings where performance analysis is linked to triangulated monitoring and measuring performance against individual and school targets.

 

We ensure that children will make at least good progress regardless of their starting point. Attainment is at least in line with the national standards and all children reach their potential. There is a focus on application of skills, mathematical reasoning and cross curricular real life application.