At Poverest, we aim to build children’s resilience to become confident in their own mathematical skills and knowledge through an inspiring and engaging curriculum. By building on their skills, children can recognise that maths is all around them and learn how to apply this knowledge in their everyday lives. We believe that through a broad and balanced curriculum, children can develop their knowledge further. 

What are we trying to achieve?

• Children become confident, curious, competent and independent mathematicians who are creative leaners. 

• Build a deep conceptual understanding of maths and its interrelated content so that children can apply their learning in different situations

• Develop children’s ability to articulate, discuss and explain their thinking using appropriate mathematical vocabulary 
• Children become active learners by using their maths knowledge throughout the curriculum. 

Our implementation is dev eloped through secure understanding of the curriculum and subject area

For maths, our long term planning follows the National Curriculum 2014. Weekly and daily lessons follow Hamilton Trust Mathematics planning framework. Short term planning is supported by the use of the White Rose Maths Hub materials and our school calculation policy.

• To ensure full topic coverage, the school uses Hamilton Trust This is a whole-school primary maths curriculum that creates continuity and progression in the teaching of mathematics.
• Daily maths lessons include fluency, reasoning and problem-solving.
• Lessons are differentiated to ensure there is appropriate challenge for all learners.
• Concrete manipulatives and pictorial representations are used to support conceptual understanding and to make links across topics.

Leadership, Assessment and Feedback

• Assessment informs the teaching and learning sequence, and children work on the objectives they are assessed as being at.
• Children are not making the required progress are given extra support through intervention sessions and support in class in order to meet our INTENT of developing pupils academically.
• Feedback is given on children’s learning in line with our feedback policy. Formative assessment within every lesson helps teachers to identify the children who need more support to achieve the intended outcome and who are ready for greater stretch and challenge through planned questioning and challenges
•  In order to support teacher judgements, children are assessed using current and reliable tests in line with the national curriculum for maths.
• Analysis of any tests that the children complete is undertaken and fed into future planning.

A mathematical concept or skill has been mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.

• Children demonstrate quick recall of facts and procedures. This includes the recollection of the times tables.
• The flexibility and fluidity to move between different contexts and representations of mathematics.
• The ability to recognise relationships and make connections in mathematics .
• Children show confidence in Believing that they will achieve.
• Children show a high level of pride in the presentation and understanding of the work