Subject Lead: Mrs Twyman
At Holtspur School, we believe that ensuring high quality, effective teaching of Mathematics, from EYFS to Year 6, is the key to enhancing the future lives of our pupils. Maths is essential for the global community we live in. With changes in science, technology and the financial market happening so rapidly, Holtspur intend to provide every pupil 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.
As a Maths Mastery School, our emphasis is on problem solving and investigating maths through everyday situations. We use a range of resources to enhance our Maths provision, such as White Rose and Deepening Understanding, which allows the adults to ensure they are planning and delivering quality first lessons that are developing happy, resilient mathematicians and fostering children’s inquisitive minds.
The national curriculum for Mathematics aims to ensure that all pupils:
- Become fluent in the fundamentals of mathematics, including the varied and regular practice of increasingly complex problems over time.
- Reason mathematically by following a line of enquiry, understanding relationships and generalisation, and developing an argument, justification or proof using mathematical language
- Can solve problems by applying their mathematics to a variety of problems with increasing confidence, 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 mathematical ideas. The programmes of study are, by necessity, organised into distinct areas, but pupils will make connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They will also apply their mathematical knowledge to science and other subjects.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same time. However, decisions about when to progress will always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly will be challenged through being offered increasingly complex problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material will consolidate their understanding, including additional practise, before moving on. All pupils receive a daily maths lesson.