Intent

At Millbrook, we teach Maths in a way that allows pupils:

• To become fluent in the fundamentals of mathematics
• To reason mathematically by following a line of enquiry and developing an argument, justification or proof using mathematical language
• To solve problems by applying mathematics to a variety of problems with increasing sophistication; breaking down problems into simpler steps and persevering in seeking solutions
• To foster enjoyment and appreciation of this creative and highly inter-connected discipline
• To understand the importance of maths in everyday life and prepare them for financial literacy and aspire to fulfilling and rewarding future employment.
• Access to an equitable offer of teaching and learning that equalises opportunities.

Implementation

Our planning and teaching is informed the National Curriculum; Ready to Progress; NCETM; White Rose Mathematics and our collaboration in the SHaW Maths Hub work group.  The curriculum is deliberately sequenced in a logical progression to ensure that new knowledge and skills build on what has been taught before - from Early Years to Year 6. This allows children to consolidate and retain their knowledge, knowing more and remembering more. End points are clearly identified for each year group in our policies and progression documents. Fluency, automaticity and rapid recall of known facts are strengthened through daily 'Speedy Facts'. Adaptive teaching is routine, supporting children in accessing the curriculum at the age related expectation and also to challenge them to reason mathematically, demonstrate models of proof and think more deeply. Formative assessment happens in every lesson allowing misconceptions to be addressed quickly; summative assessment is conducted termly using the White Rose Assessment resources.

Impact

We aim for all children;

• To be fluent in the fundamentals of mathematics, with a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• To have the skills and the resilience to solve problems, applying their mathematics to a variety of situations with increasing sophistication.
• To reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.
• To ‘have a go’ and choose the equipment they need to help them to learn along with the strategies they think are best suited to each problem.
• To display a ‘can do’ attitude and behaviour to maths.
• To know the importance of maths in the real world.
• To have opportunities to develop extended knowledge of real-life maths through maths projects, such as ‘Colour’ and ‘Maths through nature’.
• To have flexibility and fluidity to move between different contexts and representations of mathematics.
• To have the ability to recognise relationships and make connections in mathematics.
• To show a high level of pride in the presentation and understanding of the work.