The impact of our mathematics curriculum is that children show confidence in believing that they will achieve and they recognise the relevance of what they are learning in relation to real world concepts. We have fostered an environment where Maths is exciting and it is OK to be ‘wrong’ because the journey to finding an answer is the most important.

Mathematics is continuously monitored, reviewed and evaluated to ensure that we are delivering high quality lessons and that the children are accessing the curriculum and their needs are being met. These impacts are measured through triangulation, learning walks, pupil voice, book scrutinies, lesson observations, teacher voice and questionnaires. This regular monitoring allows the school to make necessary steps to improve and progress to be the best it can be. Insight Tracking is also used to record assessments and track progress throughout each year group and across the whole school, including for different groups of pupils. This helps us to evaluate data and progression effectively and use this knowledge to continue to improve and adapt.

Our maths books are packed with a range of activities showing evidence of fluency, reasoning and problem solving. Our feedback and interventions are supporting children to strive to be the best mathematicians they can be, ensuring a growing number of children are on track, and a larger number of children are displaying that they are capable of working at a Greater Depth level of understanding. Children show a high level of pride in the presentation of the work and can explain how they achieved an answer. Children ‘have a go’ and choose the equipment they need to help them to learn along with the strategies they think are best suited to each problem. Children are developing skills in being articulate and are able to verbally, pictorially and in written form reason well. They show flexibility and fluidity to move between different contexts and representations of maths and are given the opportunity to develop the ability to recognise relationships and make connections in maths lessons Mathematical concepts or skills are 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.

Pupil’s progress is measured summatively on a termly basis using NFER tests and the improvement which children make on these. More frequently, the impact of learning is monitored by questioning, focus groups, daily feedback and formative start/end of unit assessment, mainly the White Rose end of unit assessments adapted where required.

St John Fisher RC Primary, A Voluntary Aided Academy

Intent

Implementation

Impact

St John Fisher RC Primary, A Voluntary Aided Academy