Maths

Mathematics Intent, Implementation and Impact Statement Intent
 
At Dilton Marsh Church of England Primary School, we believe that a high quality Mathematics education provides the foundations for understanding the world around us because Mathematics models the world in which we live in so many ways. Throughout time, Mathematics has changed our lives and is vital to the world’s future development. All pupils should be taught essential aspects of the knowledge, methods, processes and uses of Mathematics. Pupils should be encouraged to recognise the power of reasoned explanation to prove their thoughts and ideas.
 
Our school vision is:
Together, we strive to provide a safe, nurturing and challenging environment within our Christian ethos of kindness and respect. We share a passion for life-long learning and strive for the best for ourselves, others and the World. Children are encouraged to become independent, curious and resilient learners with the ability to learn from their mistakes and accept challenges.
 
“For Nothing is Impossible with God.”
Luke 1 : 37
 
Mathematics in our school is about developing children’s ideas and ways of working that enable them to make sense of the world in which they live. We consider this by using Power Maths. The staff at Dilton Marsh Church of England Primary School ensure that all children are exposed to high quality teaching and learning experiences, which allow children to explore Mathematics with understanding. We aim to immerse our children in different Mathematical vocabulary and models to aid their knowledge and understanding. We intend to provide all children with a broad, balance and stimulating Mathematics curriculum that exposes them to Fluency Tasks, and tasks that consider Reasoning and Problem Solving.
 
Implementation
In ensuring high standards of teaching and learning in Mathematics, we have implemented a curriculum that is progressive throughout the whole school. To support the implementation of this we use Power Maths. Planning for Mathematics is a process in which all teachers are involved to ensure that the school gives full coverage of, ‘The National Curriculum programmes of study for Mathematics 2014’ and, The Development Matters statements linked to Maths: Number, and Maths: Shape, Space and Measures in the Early Years Foundation Stage.
Mathematics teaching at Dilton Marsh Church of England Primary School involves adapting and extending the curriculum to match all pupils’ needs. We aim to stretch and challenge the most able and develop the independence and confidence for the less able learners too all meet their full potential and beyond. We focus on the five key principles of Mastery:
• Coherence
• Representation and Structure
• Mathematical Thinking
• Fluency
• Variation
Mathematics is taught in blocks of lessons to ensure coverage and depth to a specific area. These blocks are split into smaller progressive steps to help the teacher focus on the key parts of the progression. Lessons can focus on Varied Fluency, and Reasoning and Problems, or a mixture of both. We ensure progression between our year groups by focusing on what has been previously taught and focusing on what the children are working towards through a carefully planned progressive curriculum based on Power Maths and our Calculation Policy.
We ensure that all children are provided with rich learning experiences that aim to:
• Prepare our children for life in an increasingly Mathematical and technological world today and in the future.
• Help our children acquire a growing understanding of the nature, processes and methods of Mathematical concepts.
• Encouraging open-mindedness, self-assessment, and perseverance.
• Develop the use of Mathematical language, recording, and techniques.
• Make links between Mathematics and other subjects.
At Dilton Marsh Church of England Primary School, we aspire to promote children’s independence and for all children to take responsibility in their own learning.
 
Impact
The impact and measure of this is to ensure children not only acquire the appropriate age related knowledge linked to the Mathematics Curriculum, but also skills which equip them to progress from their starting points, and within their everyday lives. Assessment for Mathematics is a continual process in which teacher use their assessments to inform intervention and next steps in learning. We also use NFER Tests to ensure that children are making the expected progress. Pupil Progress Meetings are held regularly and teachers are held to account for the Mathematical progress of the children in their class.
All children will have:
• A wider variety of skills linked to both mathematical knowledge and understanding.
• A richer vocabulary which will enable to articulate their understanding of taught concepts.
• High aspirations, which will see them through to further study, work and a successful adult life.
• A curiosity for the world around them which will enable them to be inquisitive and question new concepts which come their way. 
Essential Characteristics of Mathematicians

An understanding of the important concepts and an ability to make connections within mathematics.
A broad range of skills in using and applying mathematics.
Fluent knowledge and recall of number facts and the number system.
The ability to show initiative in solving problems in a wide range of contexts, including the new or unusual.
The ability to think independently and to persevere when faced with challenges.
The ability to embrace the value of learning from mistakes and false starts.
The ability to reason, generalise and make sense of solutions.
Fluency in performing written and mental calculations and mathematical techniques.
A wide range of mathematical vocabulary.
A commitment to and passion for the subject.

We use arrange of resources and materials to support the learning of mathematics. As mathematics is all around us, we try to use every day practical experiences and situations to encourage mathematical understanding. We are continually developing new activities and games to extend, develop and consolidate numerical concepts.