Staff: Mrs Pearson & Mrs Astbury
Governors: Mr Mayland & Mr Judkins
At Pilling St John’s CE Primary School and Nursery we ensure all children have access to a fun and engaging, ambitious and creative curriculum that widens their life experiences. We develop confident and independent learners with motivation, curiosity and a love of learning. At PSJ we value every learning style and allow children to become active learners in their own right to allow them to direct their learning. We nurture, develop and challenge children to be aspirational and secure within themselves and their faith in order to prepare them for their future. We ensure all children develop a deep and meaningful understanding of our Christian and British values and allow them opportunities to apply these throughout their school life. We do this through:
Growing roots: through use of concrete materials showing a variety of representations and contexts.
Standing firm: embedding the use of concrete materials and resources to allow children to move in to pictorial and numerical representations.
Being bold: application of the knowledge and understanding gathered to solve problems and relate to abstract representation.
The 2014 National Curriculum for Maths aims to ensure that all children:
- Become fluent in the fundamentals of Mathematics
- Are able to reason mathematically
- Can solve problems by applying their Mathematics
At Pilling St. John’s C of E Primary School and Nursery, these skills are embedded within Maths lessons and developed consistently over time. This journey beings in Star Class with our youngest children, following the Early Years Framework 2021. Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children learn to be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes. 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 want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics.
The content and principles underpinning the 2014 Mathematics curriculum, EYFS Framework 2021 and the Maths curriculum at Pilling St. John’s C of E Primary School and Nursery, reflect those found in high-performing education systems internationally, particularly those of east and south-east Asian countries such as Singapore, Japan, South Korea and China. These principles and features characterise this approach and convey how our curriculum is implemented:
- Teachers reinforce an expectation that all children are capable of achieving high standards in Mathematics.
- The large majority of children progress through the curriculum content at the same pace.
- Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.
- Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.
- Practise and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts.
- Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up.
- Frequent and varied opportunities to build and apply mathematical understanding – such as using manipulatives, including small pebbles and tens frames for organising counting, are provided for our youngest children to develop a secure base of knowledge and vocabulary from which mastery of mathematics is built.
- In addition, the EYFS mathematics curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures.
To ensure whole school consistency and progression, the school uses the DfE approved White Rose Maths scheme, with subject leaders currently receiving training in the mastery approach through the NNW maths Hub, funded by the DfE. The school’s ongoing engagement with the DFE funded Maths Hubs programme continues to ensure that staff at all levels understand the pedagogy of the approach. New concepts are shared within the context of an initial related problem, which children are able to discuss in partners. This initial problem-solving activity prompts discussion and reasoning, as well as promoting an awareness of maths in relatable real-life contexts that link to other areas of learning. In EYFS and KS1, these problems are almost always presented with objects (concrete manipulatives) for children to use. Children may also use manipulatives in KS2. Teachers use careful questions to draw out children’s discussions and their reasoning. The class teacher then leads children through strategies for solving the problem, including those already discussed. Independent work provides the means for all children to develop their fluency further, before progressing to more complex related problems. Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. Each lesson phase provides the means to achieve greater depth, with more able children being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within the lesson as appropriate.
The school has a supportive ethos and our approaches support the children in developing their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others. Children can underperform in Mathematics because they think they can’t do it or are not naturally good at it. The White Rose programme addresses these preconceptions by ensuring that all children experience challenge and success in Mathematics by developing a growth mindset. Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child. These factors ensure that we are strive to maintain high standards, with achievement at the end of KS2 well above the national average and a high proportion of children demonstrating greater depth, at the end of each phase.
Progression of knowledge and skills