Intent

At Littlebourne, children are provided with a progressive curriculum that develops fluency and problem-solving skills.  They acquire a depth of understanding through a carefully planned and structured series of lessons, which gradually build their mathematical vocabulary and ability to reason.   Through our inclusive, creative curriculum we ensure that children are given the tools needed to apply their mathematical skills, and to challenge themselves as individuals.

Implementation

A consistent approach to lesson structure enables us to ensure that there is a focus on both fluency and reasoning in mathematics.  Time is allowed for skills and conceptual understanding to be mastered at the appropriate level and applied in different contexts before the children are moved on to the next area of maths to be learned. A clear calculation policy and consistent use of visual representations enable pupils to progress and develop their conceptual understanding.  Good presentation is actively encouraged and rewarded, while mistakes are recognised as important steps in the learning process.  There is a focus on developing in all learners, an independence with choosing and using appropriate resources to support maths learning. 

Opportunities are provided to regularly revisit key skills of number and calculation through different contexts such as money and measures, embedding the children’s understanding in real life application of mathematics.

Impact

Our children will be able to:

• Have a good conceptual understanding of number and place value and be able to provide visual representations to show this.
• Be fluent in calculation strategies and know when to apply them.
• Recognise the impact and application of maths skills in real life and across the curriculum.
• Present work in a way that meets the high expectations across the school.
• Use precise and clear language to describe and explain their reasoning when solving mathematical problems.

"I love maths because I love seeing that I have got something right after I got it wrong before."

"My teacher helps me when I find things hard."

"We do lots of problem solving questions that are really tricky, but I get there in the end."

"I find maths tricky, but everyone tries to help me get better."