Here at Newlaithes we strive for our children to be successful and proficient mathematicians who can fluently recall facts, solve problems and reason mathematically, becoming critical and creative thinkers. We would like the children to work efficiently and flexibly and make rich connections across areas of maths as well as using their knowledge in other subjects. We are committed to ensuring that children are able to recognise the importance of maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We have designed a maths curriculum which will support and build on previously acquired knowledge and skills and prepare the children for what is needed for the next stage of their mathematical development. The curriculum is accessible to all and uses a range of equipment and representations. We want the children to enjoy maths, believe that they can do it and be resilient when tackling problems. We would like the children to feel comfortable to make mistakes and to work collaboratively, supporting one another to address misconceptions.

At Newlaithes we follow the White Rose Maths Hub overview plans for coverage of the new NC (2014). This shows the coverage across the year. It is divided into three terms. We have adapted the WRMH long term plans to fit in with the priorities of the school and have arranged for shape, space and measure objectives to be taught earlier in the terms in most cases.

White Rose & Deepening Understanding: Every class from EYFS to Y6 follows the White Rose scheme of learning which is based on the National Curriculum. Lessons are tailored and personalised to address the individual needs and requirements for a class but coverage is maintained. In order to further develop the children’s fluency, reasoning and problem-solving, a range of planning resources including those provided by the NCETM and NRICH are used to enrich our children’s maths diet.
Curriculum prioritisation: White Rose long term plans ensure curriculum coverage. Teachers refer to the Ready-to-Progress Criteria from the Department for Education when planning units of work so that these objectives are covered in depth. This is supported by resources from the DfE and the NCETM. The children undertaking the National Tutoring Programme are focussing on objectives taken from the Ready-to-Progress Criteria.
Assessment: Through our teaching, we continuously monitor pupils’ progress against expected attainment for their age, making formative assessment notes where appropriate and using these to inform our teaching. Summative assessments are completed at the end of each term; question level analysis from their results feed into discussions in termly Pupil Progress Meetings. The main purpose of all assessment is to always ensure that we are providing excellent provision for every child.
Number sense: All children throughout school take part in a number fluency session daily in order to secure key number facts. In Reception and KS1 we are following the ‘Mastering Number’ programme from the NCETM and in KS2 our focus is on securing times table facts. Progression in learning times tables has been mapped out through school. Securing automaticity in these facts is hugely important to us as it will free up the childrens’ working memory and make problem solving tasks more accessible. The children use Times Table Rock Stars to practice their times tables and we run weekly competitions to motivate them.
Retrieval – There are at least three ‘Morning Maths’ sessions per week as children come into class in the morning. These sessions are fluency based with variation in vocabulary and questions type. The purpose of these sessions is to consolidate prior learning and to address misconceptions. Every day, the children also complete a ‘Flashback 4’ activity. This is a resources from White Rose maths that allows the children to practice skills that they learnt the previous day, the previous week and the previous term – providing an excellent opportunity for regular retrieval practice; constantly revisiting and embedding prior knowledge. Before starting a new unit of work, teachers decide, through formative assessment, whether their class needs a recap of the previous year’s content.
Concrete Pictorial Abstract (CPA) We implement our approach through high quality teaching delivering appropriately challenging work for all individuals. To support us, we have a range of mathematical resources in classrooms including Numicon, Base10 and counters (concrete equipment). When children have grasped a concept using concrete equipment, images and diagrams are used (pictorial) prior to moving to abstract questions. Abstract maths relies on the children understanding a concept thoroughly and being able to use their knowledge and understanding to answer and solve maths without equipment or images – our school calculation policy ensures consistency and progression in mental and written methods.
Whole school events We celebrate ‘My Money Week’ each June where there is a focus on finance and spending. We have visitors in school to talk about different career paths and use resources provided by ‘Young Enterprise’ to resource lessons.

As a result of our Maths teaching at Horsforth Newlaithes Primary School you will see:

• Engaged children who are all challenged.
• Confident children who can all talk about Maths and their learning and the links between Mathematical topics.
• Lessons that use a variety of resources to support learning.
• Different representations of mathematical concepts.
• Learning that is tracked and monitored to ensure all children make good progress.