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At Academy 360, we aim to provide a curriculum which caters for the needs of all individuals. We recognise that Mathematics is essential to everyday life, and that it is essential that the children have a good mathematical skill to build on throughout their school life. In Key Stage 2 we aim to build upon the skills taught in key stage 1. At Academy 360l, Mathematics teaches children how to make sense of the world around them through developing their ability to use number, calculate, reason and solve problems. It helps children to understand relationships and patterns in both number and space in their everyday lives. The mathematics curriculum should be bold, provide breadth and balance and be relevant and differentiated to suit the needs of all children in the modern world. It should be flexible, motivating all pupils, thus encouraging success at all levels.

Intent

The intent when teaching mathematics in key stage 1, is to provide the children with solid foundations within mathematics so that they are confident when completing maths questions. Ensuring that they have rapid recall and the ability to apply this in different situations. We aim that the children have a depth of understanding, moving learning on and progressing when children are secure and have a good understanding of a subject. Using the mastery approach encourages children to be able to answer a range of problems and encourages the children to explain why, explaining their reasoning. Promoting mathematical language and the ability to talk and explain their methods and strategies using concrete, pictorial or abstract to support their learning.

Throughout EYFS and KS1 we encourage frequent and varied practice to support the children’s fluency in the fundamentals of mathematics, building on knowledge from previous learning.

When teaching mathematics in key stage 2, is to provide a curriculum which builds on previous knowledge and that is inclusive and it promotes solving problems, builds self-confidence and resilience in pupils. We recognise that Mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.

We aim to continue to provide a high-quality mathematics education with a mastery approach so that all children become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value, developing effective written methods and being able to use mathematical language to explain their reasons.

We aim to develop independence as learners, who are resilient and confident to overcome challenges, accepting that finding something difficult is a step-in learning.

Implementation

In the Early Years Foundation Stage (EYFS), we relate the mathematical aspects of the children's work to the Early Learning Goals (ELG), as set out in the EYFS profile document. We use White Rose materials to help us plan maths lessons using a mastery approach. Mathematics development involves providing children with opportunities to practise and improve their skills in counting numbers, calculating simple addition and subtraction problems, and to describe shapes, spaces, and measures. The profile for Mathematics areas of learning are Number (ELG 11) and shape, space and measures (ELG 12). In EYFS we continually observe and assess children against these areas using their age-related objectives, and plan the next steps in their mathematical development through a topic-based curriculum.

There are opportunities for children to encounter Maths throughout the EYFS (both inside and outside) – through both planned activities and the self-selection of easily accessible quality maths resources. Whenever possible children’s interests are used to support delivering the mathematics curriculum.

Implementation of the Mathematics Curriculum Foundation Stage Organisation:

• Our Foundation Stage teachers use the Early Years Foundation Stage Curriculum to support their teaching of Mathematics in the Foundation Stage.
• The children have the opportunity to talk and communicate in a widening range of situations and to practise and extend their range of vocabulary and mathematical skills in all areas.
• The children explore, enjoy, learn about, and use Mathematics in a range of personalised situations.
• Mathematics is planned on a weekly basis and assessed using the criteria from the Early Learning Goals.

Primary

Maths Position Statement

At Academy 360, we believe that a strong grasp of mathematics is not just essential for academic success but also for everyday life. Our approach to teaching maths is anchored in the Concrete-Pictorial-Abstract (CPA) methodology, which provides a solid framework for our students to build their mathematical understanding. By using concrete objects, visual representations, and abstract symbols, we ensure that each child has multiple entry points into the subject matter, catering to their diverse learning styles.

To guide our teaching, we adopt the frameworks from White Rose and Mastering Number. These programmes not only align with the National Curriculum but also promote fluency, reasoning, and problem-solving skills. They emphasise a mastery approach, ensuring that pupils deeply understand mathematical concepts rather than resorting to rote learning. We consistently evaluate and adapt our schemes of work to meet the needs of our learners, making sure that our mathematical provision is both relevant and effective.

One of our core aims is to narrow the gap in mathematical understanding among our pupils. We recognise that each child comes into our school with a unique set of strengths and challenges. Therefore, we carefully adapt our schemes to ensure comprehensive coverage while also tailoring our lessons to target specific skills and knowledge gaps. This flexibility allows us to offer differentiated support, ensuring that every student can thrive.

To facilitate this, we conduct regular assessments that inform our planning and teaching. By understanding what each child needs to succeed, we can provide targeted interventions and resources that directly address their learning requirements. Our educators are trained to identify misconceptions promptly, allowing us to adjust our teaching strategies on the go.

Support for our pupils goes beyond the classroom; we foster a culture of collaboration and communication between teachers, support staff, and parents. We believe that involving families in their children’s mathematical journey enhances engagement and reinforces learning. To this end, we organise workshops, provide resources, and encourage open lines of communication.

At Academy 360, we aim to nurture a love of mathematics in our students. We strive to create an environment where children feel confident to explore mathematical concepts, ask questions, and express their ideas both verbally and in written form. As they progress through our curriculum, we celebrate their achievements and encourage resilience in the face of challenges.

Through our comprehensive and adaptive approach, we are committed to supporting every child’s journey through mathematics, ensuring they leave our school not only with the knowledge they need but also with the confidence to tackle new challenges ahead.

Key Stage One

• Children in KS1 are taught Mathematics for approximately 1 hour.
• At the beginning of each day, the children will enter the classroom to complete Early Bird which will be used to practice basic skills daily for 20 minutes. This activity is marked by the children as the teacher models the answers.
• At the beginning of each Mathematics lesson all children undertake an oral/mental starter activity that can include problem solving, reasoning, assessment or quick mental maths calculations. Reasoning and problem solving tasks are also sometimes assessed in line with the ‘Using and Applying’ objectives.

Key Stage Two

• Children in KS2 are taught Mathematics for approximately 1 hour.
• At the beginning of each day, the children will enter the classroom to complete Early Bird which will be used to practice basic skills daily for 20 minutes. This activity is marked by the children as the teacher models the answers.
• At the beginning of each Mathematics lesson all children undertake an oral/mental starter activity that can include problem solving, reasoning, and assessment. Reasoning and problem solving tasks are also sometimes assessed in line with the ‘Using and Applying’ objectives.

Planning and Assessment

• Maths is taught in blocks to allow children the opportunity to spend quality time on concepts. These concepts are then repeated throughout the year as part of our spiralled curriculum to ensure that children retain their knowledge.
• On a Friday, each year group will complete a lesson on either properties or shape or data and statistics for each half term to ensure that children are regularly being exposed to different strands of the curriculum.
• During the time between revisiting a block of learning, Early Bird tasks can be used to revisit and revise taught concepts.
• Teaching and learning is differentiated to best match the needs of the class and the individuals within it using Concrete, Pictorial and Abstract representations.
• If the needs of the children are best met following an alternative plan, which deviates from the National Curriculum 2014, then the class teacher and the Phase Leader discuss this and decide on a way forward.
• Progress and attainment are tracked weekly through ongoing assessment. This is recorded termly through Insight.

Please see the link below for the Primary Calculation Policy.

calculation_policy.pdf

maths_policy.docx.pdf