The vision for mathematics at Naunton Park embraces the aims and content of the National Curriculum; champions a ‘can do’ attitude and embraces the principles of the mastery approach.  Children at our school can articulate ‘why’ and not just ‘what’ we do or the resources we use.

Children at Naunton Park have many opportunities – in a lesson and within a unit – to solve problems by applying their mathematical understanding to a variety of problems, including in unfamiliar contexts and to model real life scenarios.

Our children are encouraged to become competent and independent mathematicians in classrooms where we ‘like’ both right and wrong answers in order to inspire risk taking and the development of inquisitiveness to secure mathematical foundations.  Therefore, mathematical ideas are discussed and reasoned and not just passively ‘received’ by pupils.  In our classrooms, lessons are planned to encourage pupils to describe, explain, justify, convince and/or prove mathematical concepts.

(Taken and adapted from the IIIMPACT self-evaluation signposted from the GLOW Maths Hub).

At Naunton Park we aim for all pupils to:

• become fluent in the fundamentals of mathematics (see all year group progression maps) including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately;
• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language;
•  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.
• have an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately.

Implementation

At Naunton Park, we recognise that in order for pupils to progress to deeper and more complex problems, children need to be confident and fluent across each yearly objective. We follow the Can Do scheme of learning to ensure that the coverage for the year is facilitated, but recognise that children progress at different rates and thus teachers move on to new concepts according to the needs of their class.

The timetable for the day includes a daily maths lesson of 45 minutes for all year groups in Key Stage 1 and Key Stage 2 and as part of continuous provision in EYFS.  Further to this, additional curriculum time beyond the mathematics lesson is incorporated into a daily timetabled – Maths on Track session – which is to support deliberate practice, consolidation, pre-teach and/or immediate intervention.

Key documents outlining our approach to maths teaching:
 

Progression Maps

In line with a mastery approach, we break big concepts down into smaller steps in order to help develop children's understanding.  The maps below, identify these small steps that we teach and when in the year we teach them.

Parent Support

We are aware that many parents will want to support their children in their learning as such, we have provided a number of resources below to help:

• Our Calculation Policy which shows how we  work out different elements of the maths curriculum, including the method used and what pictorial/concrete resources we would use to support this.
• Year Group Knowledge Organisers which break down the learning for each year group for each term, showing how we approach the learning with key algorithms (methods) and pictorial representations to support.
• Year Group Arithmetic Support Videos (Y3-6) which break each method we teach down into short videos with a written guide and the concrete/pictorial representation we would use alongside this to support understanding.
• Times Table Support which provides sheets to help embed the learning of individual times tables facts with children as well as some times table games they can play.  This resource is to be used by children in Y3 and above.