Maths

At Valley Invicta Primary School at Leybourne Chase we aim, through well planned and engaging lessons, to create a sense of excitement and curiosity around mathematics. Children are encouraged to make links between what they are learning and the world around them. As children at Leybourne Chase learn mathematics, they are acquiring fluency in mental methods as well as written methods. The high-quality mathematics education we endeavour to provide builds a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject and the recognition that maths is essential to everyday life. We believe in a ‘teaching to mastery’ curriculum where children develop as successful, confident young mathematicians. Children at Leybourne Chase understand that mathematics can be found everywhere and in everything. They know that exploring and being creative with maths is essential to developing an enthusiasm and fascination for the subject. 

Maths Policy

Curriculum

Through a curriculum based on conceptual understanding, children can select and apply different mathematical methods in different contexts. Solving contextualised problems is integral to maths learning at Leybourne Chase and analysing, identifying patterns, proving, recognising, remembering, identifying, using conjecture, finding relationships and making generalisations are fundamental to embedding mathematical skills that can be built on throughout our pupil’s school life.  

At Valley Invicta Primary School at Leybourne Chase we follow the White Rose Maths Scheme which is also supplemented by a range of resources to provide variety of task and activity. This is also supplemented and supported by the online Maths Whizz programme that is in line with the National Curriculum and routinely monitors and assesses children to help support any gaps in knowledge or correct any misconceptions. 

Teaching maths for mastery is a transformational approach to maths teaching which stems from high performing Asian nations such as Singapore. When taught to master maths, children develop their mathematical fluency without resorting to rote learning and can solve non-routine maths problems without having to memorise procedures. 

Rationale for this mathematical approach: 

• Evidence-based approach to teaching maths; 
• Helps pupils develop a deep, long-term and adaptable understanding of maths; 
• Inclusive approach where all children achieve; 
• Slower pace which results in greater progress; 
• Reflected in the 2014 English national curriculum for mathematics; 
• Endorsed by the Department for Education, NCETM and OFSTED.

At Leybourne Chase we are guided by the learning principles of Jerome Bruner who put forward a theory that people learn in three basic stages: by handling real objects, through pictures, and through symbols. The children at Leybourne Chase are given opportunities to handle "concrete" manipulatives, to draw one-to-one "pictorial" iconic representations of them, then to eventually understand and use the mysterious "abstract" symbols with confidence. We call this our CPA approach and is a core principle underpinning our maths teaching. This core principle is modelled, delivered and evidenced in an appropriate range of ways within our classroom practice as well as in our maths books depending on the age and ability of our children.  

Curriculum Progression

Although the way we teach calculation is organised in a sequence, teaching staff work with the ethos that individual pupil’s needs denote the part of the curriculum that should be accessed. Progression in mathematics for all children is essential and so, no matter what their starting point, through accurate assessment, high expectations and quality teaching, pupils at Leybourne Chase are able to work at a level which ensures that they make progress which is built on firm foundations. All teachers at Leybourne Chase ensure children with special educational needs are carefully planned for and inclusivity is at the heart of all we do.

Progression of Skills

For each of the four operations (addition, subtraction, multiplication and division) and teaching of fractions, a progression of skills is demonstrated to show how a child will develop in their written and mental calculation methods. The written calculation methods have drawn examples and the mental calculation strategies are shown to demonstrate what would support this method. In addition to this, the visual equipment that will be used to support children is shown. This provides a framework for all teaching staff to support children if they are assessed to be working at a lower year group than their chronological age. Children are often encouraged to recap previous learning to embed and master the topic, this progression of skills document allows all adults to be aware of the developmental stages of the four operations and fractions. The stages have not been designated a specific year group to allow teaching staff to appropriately support all children as individuals and as a cohort by their currently assessed working ability rather than their chronological age.   

Links to other Policies 

Our Maths policy mentions links and relates to several other policies that when combined form an overarching Maths policy for the teaching and learning of Mathematics at VIPS at Leybourne Chase. The other policies are available here on the school website for all to access and are a range of additional policies and documents that provide more detailed definition and explanation as to the approach taken by the school to ensure correct coverage of the entire curriculum.  

These include: 

• A Progression of Calculation Skills policy outlining the sequenced stages of learning required to master the four operations and fraction knowledge required from Early Years up to Year Six. This policy is utilised also for children with SEND support in which the curriculum must be adapted to meet their needs. Although a child may be working significantly below their chronological age, they are able to access the correct stage of calculation skill required for them to progress at their own rate. 
• A Curriculum Progression document has been created to clearly state all the required curriculum objectives and how they fit within a sequence of learning from Year One to Year Six.  
• A Mental Calculation policy outlining the expected mental arithmetic skills required within each academic year group from Year One to Year Six. 

Intent, Implementation and Impact at VIPS at Leybourne Chase 

At VIPS at Leybourne Chase, we are committed to providing our children with a curriculum that has a clear intention and impacts positively upon their needs. 

Curriculum statement for the teaching and learning of Maths Mastery2021/2022 National Curriculum Intent 

The national curriculum for mathematics intends to ensure that all pupils: 

• Become fluent in the fundamentals of mathematics, 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. 
   
• Can 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. Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. 

The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. Our curriculum ensures children apply mastery skills. We follow the White Rose maths scheme, with a range of mathematical resource providers as well as our teachers’ own resources used to extend fluency, reasoning and problem solving. The children are also offered opportunities to apply their mathematical knowledge to a range of other subjects, most notably science and computing.

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich mastery tasks and sophisticated problems before any  acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

Intent, Implementation and Impact document

Times Tables

At Valley Invicta Primary School at Leybourne Chase, we believe that multiplication and their related division facts are essential to children's mathematical development and progression. Below is our Times Tables policy that will provide a clearer explanation of which multiplication facts are taught at the respective time of year. It will also provide information on how we encourage the extension of multiplication and division facts beyond the 12x12 tables.

• Times Table Policy

Year 4 Multiplication Tables Check

Parents and Carers - Maths at Home