Skip to content ↓

Maths

"In Faith and Love, We Learn and Grow." 

Intent

We believe that mathematics is so much more than just sums; it is a foundation of core skills, essential to children in making sense of the world around them and participating fully in it. This includes, but is not limited to, problem solving and reasoning.

Our goal at St Hugh of Lincoln is to develop resilient and flexible mathematicians who possess:

  • a deep conceptual understanding of mathematics,
  • the ability to reason mathematically,
  • excellent problem solving skills.

We aim to provide a curriculum that is interesting and relevant to the children and the world in which they live. The scheme chosen places mathematics into a range of real-life situations with the goal of engaging and promoting learning and recognising its value to them.

Maths in Reception 

Implementation 

The maths curriculum is delivered through the use of the Power Maths schemes of work. As a school committed to the maths mastery principles of the White Rose Hub, we have fully invested in the scheme, designed by mastery experts to:

“spark curiosity and excitement, and nurture confidence in maths.”

In line with the core principles of maths mastery, all learners are given the same pitch of learning activity, which is then appropriately scaffolded to support those learners with lower previous attainment. Learning happens with an ‘I do, we do, you do’ model to teaching.  We believe that the use of concrete resources and bar modelling are essential to the understanding of mathematical concepts for all learners, regardless of previous experience, and these are present during all learning.

Challenge opportunities are provided within all lessons, with addition ‘above and beyond’ mastery based activities for learners who complete the main activities provided.

Children are actively encouraged to check their own answers during the lesson providing instant feedback on their learning. In the event they have answered incorrectly they are encouraged to seek the correct solution or ask for help. 

Learning staff use consistently use summative assessment strategies to identify learners who may need additional support and provide this, where possible, within the class setting. 

In addition to implementing Power Maths in its entirety we offer the following maths provision:

  1. Daily timetabled interventions (25-minute) for groups either addressing misconceptions from the previous days learning or pre-teaching the curriculum content.
  2. Daily morning fluency sessions for Years 1-5.

Learners are encouraged to work cooperatively with peers of different previous experience to support each other with their learning.

Impact

We aim for all children to achieve age-related expectations in mathematics. We are ambitious when setting target for children to achieve the status of ‘working at greater depth’. 

To monitor the impact of learning we undertake the following:

Formative Assessment

  • Annual NFER test papers are taken in Year 1-5.
  • Year 2 & 6 participate in the DfE end of Key Stage Assessments.
  • Year 4 participate in the DfE Times Table check.
  • White Rose ‘End of Block’ Assessment tests are used approximately 3 weeks after each block ends to assess retention of learning.

Summative Assessment

  • Learning staff monitoring progress in lessons and offer immediate verbal feedback to support learning.

Where immediate feedback does not have the desired effect, additional feedback or pre-teaching is carried out daily.