In line with the 2014 National Curriculum our aim is to provide a high-quality mathematics education which equips children with the skills to change the world. The curriculum will teach children key knowledge and skills. Children will have the opportunity to gain an understanding of all areas of mathematics. Our curriculum will be carefully planned so that there is a clear learning sequence which builds on what children have learnt previously. Our curriculum will be well differentiated so that all children are able access it and make good progress. Opportunities will be provided to stretch and challenge children through differentiation in class but also through gifted and talented sessions and stretch and challenge groups. It is our intent to provide children with opportunities to develop fluency, reasoning and problem solving.
We use the National Curriculum as the starting point to implement our curriculum. Teachers use end of year expectations to ensure that the correct knowledge and skills are taught each year. Teachers plan using a range of resources which includes but is not limited to: White Rose, Testbase, Hamilton Trust, Times Tables Rockstars.
High quality CPD underpins the curriculum with teachers having the opportunity to develop their practice through internal and external CPD. Staff have received CPD in a number of areas including, but not limited to: reasoning and problem solving; stretch and challenge and developing feedback. The subject leader monitors the quality of education in mathematics alongside the SLT. A named governor monitors and provides challenge and support reporting to the curriculum committee.
When implementing our curriculum we tailor it to meet the needs of the children. Mathematics is taught daily and in addition to this children have additional opportunities for extra arithmetic based work, where appropriate, during early morning work and straight after lunch. Assessment is used to inform planning with a gap analysis taking place in September 2020 following the Covid-19 lockdown to identify gaps in learning. As a result of this arithmetic resources were purchased to support children in Year 1 – Year 6.
Mathematics standards have improved with an increase in 10% for children reaching the expected standard and 17% for the high score in 2019 compared to 2018 at the end of Key Stage 2. 98% of our parents (77 responses October 2019) agree that we have high expectations of their child and 97% agree that their child does well at Trinity St Mary’s. Children talk confidently and articulately about how they are challenged to "dive deeper" and how their prior learning helps them in lessons.