MATHS

Mathematics at VRPS

Our curriculum approach

At Aspire, we follow a curriculum that engineers success using a mastery approach.  This enables all children to master the mathematics curriculum through careful curriculum sequencing and small-step progression.

Our aim is to develop a positive mindset of mathematics and ensure depth of conceptual understanding through progressive mathematical fluency, problem-solving and reasoning skills for all children. This helps our children to know more and remember more.  Our mathematics curriculum is planned and sequenced using the small step progression unit sequence from Power Maths.  Children learn to build networks of connections in mathematics by constructing understanding of mathematical ideas and awareness of the relationships between concrete experiences, language, pictures, and mathematical symbols (Haylock and Thangata 2007).

Children are taught in flexible groups within mixed-age classes and are supported to reason deeply about the maths they explore, using the prompts ‘What do you see? (How do you see it?) What do you notice? (Why is that happening?) What do you wonder? (How could you find that out?). Scaffolding and directed support are used to ensure children are mastering the small steps of progression at roughly the same rate. We ensure challenge for all children by giving everyone the opportunity to develop fluency and reasoning skills at an appropriate level across a range of contexts.  Collaborative learning and dialogic teaching strategies support the use of rich mathematical talk, giving children the opportunity to explore mathematical concepts, resolve mistakes and identify misconceptions with growing independence. Mistakes in maths are valued and celebrated. Unpicking misconceptions so that children evaluate their thinking, and make changes and adaptations to future work, is vital in scaffolding them towards greater independent learning.

Teachers have high expectations of all pupils, including pupils with SEND, and do not compromise on the requirement for overlearning to ensure automaticity. We strongly believe that all children can achieve in mathematics. Any gaps in learning are identified in a timely manner using the DfE's non-statutory Maths Guidance: key stages 1 and 2, which sets out the essential 'ready to progress’ core criteria for each year group. Whenever possible, gaps are addressed through timely intervention to ensure children start each new unit of learning ‘lesson ready’.  Early identification of gaps is a key component of our approach to ensure that where possible children ‘keep-up’ so ‘catch-up’ interventions are not required. Diagnostic assessment tools, such as the Sandwell Early Numeracy Assessment and Small Steps Tracker, are also used to ascertain the next small steps for the small proportion of pupils progressing outside the age-related expectations of their year group.

We understand that every child is unique and will join us in the Early Years with different experiences and at different stages of development. In the Early Years, we use 'Learning Trajectories’ and the six key areas of early mathematics learning from the NCETM to provide a platform for everything children will encounter as they progress through their maths learning at primary school, and beyond. In Reception, children access their early maths curriculum through the NCETM Mastering Number programme, which aims to secure firm foundations in the development of good number sense, patterns in number, confidence and flexibility. 

The rationale behind our mathematics curriculum is based upon guidance from:

The Education Endowment Foundation Improving Mathematics in Early Years and Key Stage 1 and Improving Mathematics in Key Stage 2 and 3

The Ofsted Research Review of Mathematics Research review series

The Department for Education non-statutory for the National Curriculum Mathematics guidance: key stages 1 and 2

The National Centre for the Teaching of mathematics (NCETM) Home | NCETM