Maths
Our Maths Subject Leader is Miss C Scott
At Brandon Primary Academy we use White Rose Maths as our core scheme and this is enhanced and adapted to meet the needs of our children within lessons.
Intent
At Brandon Primary Academy, we recognise the vital role Mathematics has on a child’s ability to:
- Become fluent in the fundamentals of Mathematics
- Are able to reason mathematically
- Can solve problems by applying their Mathematics
It is our intention that all children learn maths to a deep level, so that everyone in school has a positive ‘can do’ attitude and a love of mathematics. Children enter our school with development which is below that of children typical for their age with deficits in communication and language and physical development. Our curriculum development has focused on communication and language and physical development together with developing basic skills, vocabulary and a sense of the wider world recognising being numerate as a fundamental life skill.
To ensure whole school consistency and progression, the school uses the DfE approved White Rose Maths scheme.
A detailed, structured curriculum is mapped out across all phases, ensuring continuity, and supporting transition. Our mastery curriculum in mathematics is designed in relatively small, carefully sequenced steps, which must each be mastered before pupils move to the next stage considering the NCETM Five Big ideas, lessons are crafted in progressive small steps enabling all children to learn deeply.
At Brandon Primary Academy, these skills are embedded within Maths lessons and developed consistently over time. 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.
As a school in an area of high disadvantage, ‘closing the vocabulary gap’ is important to us. Key vocabulary is identified for each strand of learning. This is progressive across all year groups, so children’s understanding of subject specific vocabulary is directly taught then revisited and built upon year after year. This vocabulary has been identified from the National Curriculum Programmes of Study.
We place great emphasis on inclusion and accelerating the progress for all children regardless of their starting points. Inclusion is developed through quality first teaching using strategies such a targeted questioning, think-pair-share, seating position, manipulatives and pictorial representations. Teachers focus on the stage of an individual’s development rather than their age. Where appropriate targeted interventions are linked to individual support plans to ensure all children are ambitious.
Before teaching Mathematics we ask all staff to plan for common misconceptions which can be identified through our initial assessment at the start of each topic or through ongoing assessment for learning across taught sessions. Lessons will be adapted and modified to address these misconceptions.
Please see the documents below that support our curriculum across school:
