Mathematics

Legal Framework

The Mathematics sections of the Statutory Framework for the Early Years Foundation Stage (2017) and the National Curriculum Mathematics Programmes of Study (2014) form the roots of Windmill L.E.A.D Academy’s mathematics curriculum. From this national documentation, Windmill L.E.A.D Academy’s curriculum has been devised, developed and personalised to our school community.

Intent

At Windmill, we understand that mathematics teaches children how to make sense of the world around them: to calculate, reason and solve problems; to understand relationships and identify patterns. Through their growing knowledge and understanding, children learn to appreciate the contribution made by many cultures to the development and application of mathematics.

We adopt a mastery approach to teaching mathematics, believing that all pupils can be successful mathematicians. Our mathematics curriculum is based on National Curriculum objectives and is influenced by the resources and schemes of learning from White Rose Maths Hub. Inspiration for many of the pedagogical strategies employed come from the work of Craig Barton.

All pupils, within a year group, work on the same objectives at the same time. However, work is set at an appropriate level, with pupils being given the support and challenge relative to their own developmental needs. We also acknowledge the value of pupils having rapid recall of basic fluency facts such as number bonds, times tables, equivalences etc. Such aspects are developed as an aid to general arithmetic and to free up working memory so that pupils can apply their knowledge to deep thinking tasks and problem solving.

We aim for all Windmill mathematicians to:

• be fluent in the fundamentals of mathematics,
• be confident, creative and curious in using and exploring the number system recognising number in various representations,
• be competent in using arithmetical procedures,
• quickly recall key facts, methods and formulae and the meaning of key terminology,
• apply their conceptual understanding to reason logically and articulate their thoughts and justifications,
• be courageous and positive when solving problems, reflecting on prior knowledge and past successes and failures, and adopting a systematic approach where possible,
• be resilient, adaptable leaders within their own their learning, understanding that struggle is often a necessary step in learning,
• work both independently and collaboratively – demonstrating respect and teamwork – within a safe, secure learning environment.

Provision

Windmill learners get a rich provision of mathematics. The intended weekly provision, for Key Stages 1 and 2, is as follows:

An hour long daily mathematics lesson comprising:

• A flashback – recapping of key skills, facts and fluency recently covered,

• An anchor task – a problem to start the lesson and get the children thinking, retrieving their mathematical knowledge and applying independent problem solving skills,

• Guided, independent and varied practice – a range of questions and problems sequenced in a way that enables the learners to apply their skills and deepen their understanding of the concepts and processes being studied,

• An additional 15 minutes daily time devoted to mathematics (Active Maths/Number Talks) focusing on fundamental skills; such as, times tables, number bonds and calculation in the four operations.