Maths
Our Statement of Intent
We intend to provide a high-quality, engaging and creative mathematics education for all children, underpinned by the principles of the mastery approach and the Five Big Ideas: representation and structure, mathematical thinking, variation, fluency and coherence. From Early Years to Year 6 and beyond, we believe that every child can succeed in mathematics and develop a secure understanding of number sense, fluency, reasoning and problem solving.
In line with the National Curriculum, we are committed to broadening and deepening children’s mathematical understanding through a carefully structured small-step approach, ensuring that all children can access age-related learning and develop as confident, efficient mathematicians. Teachers work collaboratively to identify and respond to individual needs through targeted teaching and fluid grouping, rather than setting children, supporting every child to make progress and develop their self-esteem.
Children are immersed in the rich language of mathematics and are encouraged to use precise mathematical vocabulary to explain their thinking, make generalisations, follow lines of enquiry and solve problems across a range of increasingly sophisticated contexts. While mathematics may be taught discretely, we enrich learning through practical activities, investigations, mathematical games, rich mathematical tasks, project-based learning and meaningful cross-curricular connections, providing children with fun, exciting and hands-on opportunities to apply their knowledge and skills.
We place a strong emphasis on developing fluent and efficient mental and written calculation strategies alongside reasoning and problem solving, enabling children to understand not only how to solve mathematical problems but why strategies work. We encourage children to be courageous risk-takers who embrace challenge and see mistakes as valuable opportunities for learning, helping them to develop resilience and a positive attitude towards mathematics.
Ultimately, we want every child to see themselves as a mathematician, recognise the relevance of mathematics as an essential life skill and leave Stanford Primary School with the confidence, knowledge and skills to apply their mathematical understanding throughout their lives.
Mathematics - Statutory Framework for the Early Years Foundation Stage EYFS 2021
Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.
Purpose of Study – National Curriculum 2014
Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a 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.
Key Stage 2 Curriculum Overview
Maths Calculation Policies
Maths Sequences
Maths Learning
