Curriculum Intent

At Boothstown Methodist, we strive to enable all our children to become enthusiastic, confident and capable mathematicians. Through an ambitious and carefully sequenced curriculum, we aim to develop secure foundations, fluency, reasoning and problem-solving skills, enabling children to make connections and apply their mathematical understanding in a range of contexts. We want children to enjoy mathematics and develop a deep, sustainable and connected understanding of mathematical concepts.

We recognise the importance of fluency and automatic recall of key number facts, alongside a secure understanding of the mathematical structures that underpin them. Children are supported to develop efficient strategies and to use appropriate representations and manipulatives to explore, understand and communicate mathematical ideas.

Children are encouraged to make mistakes in a safe and supportive environment and to see these as an important part of learning. Misconceptions are identified, discussed and used to deepen understanding. Mathematical language and talk are integral to our curriculum, with appropriate vocabulary explicitly taught and modelled. Children are encouraged to explain their thinking, notice patterns, make connections and justify their reasoning in ways appropriate to their needs.

Our approach develops children’s ability to work both independently and collaboratively. Through purposeful practice, mathematical talk, reasoning and problem solving, children develop the confidence and resilience to tackle increasingly complex mathematics.

By the end of Key Stage 2, our aim is for children to leave Boothstown as fluent, resilient and confident mathematicians, equipped with the knowledge, skills and understanding they need for the next stage of their education and for mathematics in their future lives.

Curriculum Implementation

To help structure and sequence our maths curriculum, we use NCETM curriculum materials and Oak National Academy resources. These support a carefully sequenced curriculum in which new learning builds upon secure prior knowledge and pupils develop a deep understanding of mathematical concepts.

Our approach prioritises secure foundations, fluency and mathematical understanding. Lessons are broken down into manageable steps, with teachers using consistent representations and manipulatives to make mathematical structures visible. Opportunities for reasoning, problem solving, retrieval and purposeful practice are embedded throughout learning. Teachers use assessment responsively to identify misconceptions and adapt teaching so that all pupils can make progress.

The National Curriculum for mathematics intends to ensure that all pupils:

• Become fluent in the fundamentals of mathematics, including through varied and regular practice 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, understanding relationships and generalisations, and developing an argument, justification or proof using mathematical language.
• Can solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking problems down into a series of simpler steps and persevering in seeking solutions.

The teaching and learning of maths at Boothstown follows a mastery approach, making purposeful use of concrete, pictorial and abstract representations to develop secure and connected mathematical understanding. We aim for pupils to understand the structure behind a calculation rather than simply learning a procedure.

Our Calculation Policy sets out the agreed progression of representations, manipulatives, mental strategies and written methods from Reception to Year 6, ensuring a consistent approach across school.