Maths

Curriculum Intent

At Perrymount we want all children to enjoy learning and exploring maths, become confident mathematicians and use the skills that they learn in their next phase of their learning.  The language of maths is universal and we have adopted a mastery approach to the teaching and learning of the subject.  Delivering the aims of the National Curriculum, we endeavour to promote a love for maths in all our children, ensuring an excitement and enthusiasm for the subject whilst building self-confidence and resilience.  Using the maths mastery approach, children develop their mathematical fluency without resorting to rote learning and are able to solve non-routine maths problems without having to memorise procedure.  We believe that every child can muster a love for maths with the right kind of teaching and support.

Curriculum Implementation

To assist children in achieving this, we use the ‘Maths No Problem’ programme of learning in order to both support and challenge the children’s understanding.  Endorsed by the DfE, NCETM and OFSTED the programme is an evidence-based approach to teaching maths, which helps develop a deep, long-term and adaptable understanding of maths.  It fosters an inclusive approach where all children achieve and a slower pace, which results in greater progress. Children who need additional support in order to make progress with aspects of maths are given small group or individual provision.

Key features of the ‘Maths no problem’ approach:

• The large majority of children progress through the curriculum at the same pace.
• Teachers reinforce an expectation that all pupils are capable of achieving high standards in maths.
• Children are taught through whole-class teaching, where the focus is on all children working together on the same lesson content at the same time.
• Concepts are taught through high quality mathematical models and images. These mathematical images are consistently used throughout the school. At the core of these models and images is the Concrete, Pictorial and Abstract approach.
• Teaching is underpinned by a small-steps curriculum design philosophy and supported by carefully crafted lessons and curated resources to foster deep conceptual knowledge.
• Additional fluency practice is also included in our curriculum offer to ensure that children recall and apply knowledge rapidly and accurately.
• Children are encouraged and supported to share their mathematical thinking using a variety of explicit language to explain their learning and reasoning mathematically.