The Intent - Our vision

At Thomas Jolyffe Primary School we strongly believe that all our children should develop a deep understanding of maths. We help the children to achieve this by introducing them to new concepts through the practical use of resources, before they move on to thinking about how maths can be represented visually.  From this the children are able to understand, in practical terms, abstract mathematical concepts. Learning in this way, also helps them to retain the skills they have learnt and to apply them in different contexts. We also understand the importance of number fact recall and aim to ensure that all children, regardless of year group, are regularly exposed to key instant fact recall (mental maths). 

Our children with SEND are provided with additional pre-teaching of concepts and extra practice, when required. 

We aspire for every child to derive enjoyment from mathematics and cultivate a genuine enthusiasm for the subject. Furthermore, we aim for them to recognise the significance of mathematics in broader contexts and to adeptly apply their mathematical skills and knowledge so that they are ready for both secondary school and life beyond. 

Implementation - Our approach

At TJ we teach the objectives that are set out in the maths section in the National Curriculum for England and Wales.  We deliver this by using the White Rose Maths Scheme that breaks down these broad objectives in to small steps.  We assess the children's understanding against a selection of these small steps.

In Key Stage 1, children take part in Mastering Number sessions weekly, to allow them to practise number sense as the building blocks of all other areas of maths.

We also strongly believe in the National Curriculum’s assertion that ‘Mathematics is an interconnected subject … [and] children should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving problems.’  To achieve this, in each subject area, within maths, the children have the opportunity to answer questions that develop their basic mathematical skills, their fluency of understanding and to complete some complex problem solving that challenges their understanding of the concepts.

Each day, children have the opportunity to work on fluency, reasoning and problem solving tasks through small steps. These will appear as 'Do it, Twist it, Deepen it and Convince me' questions.

In Years 2 - 6, children take part in daily multiplicative sense booklets. This allows the children to practise multiplication questions with the aid of a multiplication square to aid automaticity. 

Though our teachers use the broad White Rose Maths planning structure (below), they understand the significance of adapting the lessons to meet the needs of our children. Only once children have sufficient exposure to fluency practice are they able to make connections with other areas of maths, make conjectures and suggest reason. Our children's thinking is then developed as they look at questions in different contexts, mistakes, true or false, or always, sometimes, never, activities, for example. 

As a Voice 21 Oracy school, we develop children's language through the introduction of new mathematical vocabulary and hold high-expectations in terms of speaking and listening. 

Impact

Children at Thomas Jolyffe are able to demonstrate a quick recall of facts and procedures, including times tables. They develop and show confidence through taking a growth mind-set approach to their maths learning - understanding we can all achieve. 

"I know how" refers to methods, and the principles underpinning them. Our children make links between the facts they know so they can apply this to related concepts. As a result, our children develop the conceptual understanding that enables to apply methods, reason and make verbal and written explanations for a range of contextual problems. 

With events like Maths Week and weekly Battles of the Bands on Times Tables Rock Stars, our children enjoy learning the subject. They also understand the significance and importance of developing maths knowledge and skills to help support them in secondary school and beyond.