Statement of Intent

At Rosehill Junior School, we endeavour to teach maths in a way that allows children to apply their knowledge and skills to a range of practical, real life contexts, ensuring that their learning is both purposeful and meaningful. Skills are linked and taught together to maximise teaching and learning time to give context to learning. From the start of their journey in Key Stage 2, we strive to ensure a focus on developing varied mathematical fluency. As pupils develop confidence in their fluency, we aim for them to begin to reason mathematically thus developing strong problem-solving skills and a resilience for solving the most challenging of questions.

Statement of Implementation

Our long-term plan is based upon the National Curriculum (which can be found here National curriculum in England: mathematics programmes of study - GOV.UK) to ensure that children are constantly exposed to a challenging curriculum. We use White Rose Maths (which can be found here https://whiterosemaths.com/ to ensure that learning is sequential with small steps that support children in mastering each mathematical concept. The progression of skills is clear across school so that children are able to build upon solid foundations and create links to their new learning. 

We ensure that the three aims of the National Curriculum are addressed weekly: Fluency, Reasoning and Problem Solving.

Fluency is taught regularly across school and forms an integral part of our Maths lessons. Children also have additional opportunities to develop their fluency outside of Maths lessons. Throughout school, children have the opportunity to develop their arithmetic skills and consolidate their knowledge and understanding of number and place value, within focused sessions. This includes the use of Big Maths, Maths Challenges, TTRockstar competitions and arithmetic practice.

As a fundamental aspect of our maths curriculum is reasoning and problem solving, children will be taught the skills that they need allowing them to apply their knowledge to a variety of different contexts. To support them with this, children will need to develop their mathematical thinking and be able to verbalise their thoughts clearly using the correct vocabulary. The use of sentence stems within lessons will ensure that children are able to do this and can fluently explain their thinking.

Resources and manipulatives are used within all year groups and children are moved between concrete, abstract and pictorial representations as they progress through their learning. The use of resources within independent tasks will help to support children to access challenging learning and to deepen their understanding of different concepts. A full range of resources are shown on our Calculation Policy

Further information is in our Maths Policy.