Maths Overview
“Sometimes the questions are complicated and the answers are simple.”- Dr. Seuss
At New Road, we believe that every child can become a confident and successful mathematician. Our maths teaching is rooted in the principles of the NCETM and draws on high-quality Oak Academy resources to provide a carefully sequenced, ambitious and inclusive curriculum.
‘This curriculum develops pupils’ understanding of mathematics over time so that they become competent and confident in identifying and performing the mathematics they need both at school and in their daily lives.’ Oak Academy
We focus on developing deep understanding through the use of concrete resources, visual representations and mathematical language, while giving children opportunities to reason, problem-solve and make connections between different areas of mathematics. We aim to develop children who are fluent in the fundamentals of maths, confident in tackling challenges and able to apply their mathematical knowledge creatively and purposefully in everyday life.
At New Road we aim to encapsulate the Five Big Ideas of Mastery, taken from the NCETM, in our maths planning and progression. See the Five Big Ideas of Mastery and a description of each below:
Click on the links below to see the Curriculum Map for each year group:
EYFS Mastering Number Overview
Vocabulary Progression Document
KIRFS
Key Instant Recall Facts will be used to provide a strong and flexible intervention programme for pupils at New Road, where the aim is to develop the building blocks of mathematics and the ability to recall quickly. Each year group will have a focus across each half term that looks to build upon prior learning. These areas have been hand selected based on each cohorts particular strengths and weaknesses and are areas that all staff agree provide important foundational knowledge before moving on to further year groups. These KIRFS will be assessed at the start and end of each half term with a baseline and end point assessment in order to monitor progress of cohorts and individuals within them. After Autumn 1, that KIRF may still be developed during interventions for some individuals as well as moving on to look at the next KIRF. As pupils move through the school, we will have a clear picture of which fundamental skills require further intervention and which are secure for each pupil.
The interventions themselves will focus initially around fluency based questions as pupils are given time to practise and develop these skills. It may be that some pupils will have the opportunity for some reasoning and problem solving tasks if they have secure understanding. Interventions will look at building confidence in the pupils and aim to reduce the time it takes them to recall and use key facts – this may be mentally or using a written method.
The Baseline and end point assessments will allow us to identify pupils who may be ready or nearly ready to explore reasoning and problem solving as well as allowing us to monitor and manage the progress of all pupils across each cohort. End point assessments may take place more than once if there are pupils who required further intervention after the designated half term for that KIRF.