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Our Mathematicians:

At Nelson Mandela Primary School, we aim to develop confident and resilient mathematicians who:

  • are driven by their curiosity and enjoyment of Mathematics;
  • explore and engage with the subject’s rich inter-connectivity and possibility;
  • understand and apply concepts and representations fluently and creatively;
  • cogitate and articulate competent reasoning and problem-solving skills;
  • employ their knowledge and skills in cross-curricular contexts, linking to subjects including Science, Geography, History, Art and DT;
  • appreciate its importance to everyday life and develop their financial literacy;
  • and recognize its development through time and across the wider world.

Our Curriculum:

Whole School Curriculum

We have aimed to create a cohesive and comprehensive curriculum in which the progression of each strand is as complete and as logically sequenced as possible, and indicates where it links to our calculation policy. Our Mathematics Curriculum therefore maps out all of the statutory and non-statutory NC (2014) objectives for each strand, from EYFS through to Y6, mirroring the structure of the ready-to-move-on success criteria outlined by the DfE (2020). Some minor adaptations have then been made, including:

  • the moving around of some objectives (within the same key stage) to enable the exploration of links between them (e.g. the teaching of multiplication tables);
  • the breaking down and stretching out of some objectives, over a few year groups (still within the same key stage) to allow for them to become better embedded (e.g. teaching of rounding);
  • the inclusion of other often implicit teaching points between the teaching of an objective in an earlier year group, and the next time we encounter it in a much later year group, to ensure that they are taught (e.g. progression of the teaching of integer and decimal complements);
  • and the indicating of where cross-curricular links to other subjects can and should be made.

SEND Curriculum

Our provision for pupils with SEND starts with the identification of their mathematical needs upon arrival, usually although not exclusively, in EYFS. It is important to note that not all pupils with SEND will necessarily struggle with their mathematical learning. However, those who are identified as doing so, then follow the Maths SEND Continuum provided by Birmingham’s Access to Education Services. It provides them with a more streamlined curriculum consisting of the key statutory objectives for pupils to work through and be assessed against. If and when pupils reach and are assessed as working successfully on the objectives for their year group, they will move to working alongside their peers on our school’s full curriculum.

Calculation Policy

Our calculation policy has been devised using the White Rose Maths Hub’s and NCETM’s calculation guidance and is set-out using the Concrete-Pictorial-Abstract (CPA) model. It aims to ensure that the development of pupils’ knowledge and understanding of the four number operations, from EYFS through to Y6, is broken down into a series of small steps to ensure that pupils understand the structures of the four operations and how to use and apply them. Moreover, because each step is detailed and rich in representations, links and sequence, it also ensures that it addresses the needs and progress of every pupil, from our higher attainers through to our pupils with SEND.

Our Teaching:

Our teaching of Mathematics aims to cultivate the above mathematicians and implement the above curriculum whilst fulfilling the three aims of the Primary Mathematics NC (2014) for pupils:

  • to 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;
  • to reason mathematically by following a line of enquiry, conjecturing relationships and generalizations, and developing an argument, justification or proof using mathematical language;
  • to 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.

Our Maths Skills Targets are based on these three aims. They have been devised using NRich’s reasoning and problem-solving guidance and provide an outline for the development of these three aims over the course of a pupil’s learning, from EYFS through to Y6. Not only do they inform and guide pupils on how they will develop these skills, but more importantly, they allow pupils to take ownership of their development.

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