MATHS is led by Carla Webb

‘Pure mathematics is, in its way, the poetry of logical ideas.’ Albert Einstein.

‘We will always have STEM with us. Some things will drop out of the public eye and go away, but there will always be science, engineering, and technology. And there will always, always be mathematics.’ Katherine Johnson, African-American mathematician

We tell the children that ‘Maths lessons teach us how to make sense of the numbers, patterns and shapes we see in the world around us.’

MATHS Intent

Our intent in Mathematics at Nursteed Commnity Primary School is to develop children’s fluency and number sense alongside their ability to apply their mathematical knowledge to problem solving and reasoning, continually making links between prior and new learning. Our dedicated number fluency programme enables children to develop an automatic retrieval of known number facts, allowing them to focus their mind on new concepts and reasoning skills. Regular opportunities to revisit their previous learning enables children to store these mathematical concepts in their long-term memory so that knowledge sticks and they can successfully build upon it, becoming confident mathematicians.

MATHS Implementation

The White Rose Maths scheme is used to support teachers in planning and delivering lessons that meet the year group objectives outlined in the National Curriculum and to ensure that all content is covered by the end of the academic year. 

Throughout the school, teachers also deliver a daily systematic programme of number fluency. From EYFS through to Year 2, we deliver NCETM’s ‘Mastering Number’ to enable children to develop their number sense and rapid recall of addition and subtraction number facts before then moving on to times tables and arithmetic in Key Stage Two.

Within White Rose Maths, children are exposed to elements of fluency, reasoning and problem solving as the lessons are designed around these three mathematical elements. Regardless of ability, all children have access to fluency, reasoning and problem solving as well as opportunities to show greater depth of understanding, for example, through the use of questioning appropriate to the ability of the child.

When beginning a new unit of work, previous learning will be reviewed before moving on to fresh learning to ensure there are no gaps in previous learning.

Within lessons, children have access to concrete resources in order to help them embed and understand new knowledge. They can then move on to pictorial representations and abstract problems. Children have access to a range of different variations to support them in achieving a deep understanding of a taught concept.

Language is a crucial part of mathematics and at Nursteed School we ensure that children are exposed to a range of mathematical vocabulary. Current vocabulary is displayed on the classroom working wall and used regularly within mathematics lessons. Working walls also contain links between prior and current learning to engage children in their learning journey. From EYFS children are encouraged to talk and wonder about mathematics.  Children are encouraged to explain their thinking and stem sentences are used to support children in demonstrating their understanding.

MATHS Impact

Teachers assess after every unit taught (for their own purpose) and 2-3 times yearly on the tracking system, ‘Insight’. Teachers may wish to keep their own individual records to show how their class progress throughout the different strands in mathematics. Teachers will also complete a pre/post White Rose block assessment to identify existing knowledge and areas for further progression. This indicates next steps for learning. Where children are not making expected progress, interventions will be provided to support these children.

As Nursteed School follows a mathematics mastery approach, it is expected that children will be supported to `keep up` rather than `catch up`. This will ensure that children achieve their end of year expectations.

Children will be able to recall their number facts across all operations which will allow children to store these in their long term memory- providing more space within their working memory for new taught concepts.

SMSC in MATHS

Mathematics plays a key role in promoting SMSC (Spiritual, Moral, Social, and Cultural) development by providing opportunities for students to explore a range of values and perspectives. Spiritually, it encourages a sense of awe and wonder as children solve problems and uncover patterns in numbers and shapes. Morally, maths fosters perseverance and integrity, as students are taught to approach challenges with honesty, acknowledging mistakes and learning from them. Socially, collaborative activities and group problem-solving promote teamwork, communication, and respect for others’ opinions. Culturally, maths helps children understand how mathematical concepts are applied across different societies and cultures, encouraging respect for diversity. In this way, the primary maths curriculum supports the holistic development of children, preparing them to be thoughtful, responsible, and open-minded individuals.

British Values: Democracy, The Rule of Law, Individual Liberty, Mutual Respect and Tolerance

Mathematics promotes British values by fostering skills such as critical thinking, problem-solving, and collaboration, which are essential in a democratic society. Through group work and discussions, children learn the importance of fairness, respect for others' ideas, and the value of working together towards common goals. The emphasis on logical reasoning and evidence-based decision-making supports values such as democracy and individual liberty, as students are encouraged to make their own informed choices. Additionally, the curriculum ensures that every child, regardless of background, has the opportunity to succeed, reflecting the British values of equality and mutual respect. By developing these skills, primary mathematics helps nurture responsible, active citizens who are prepared to contribute positively to society.