Intent:
At Whinfield our intent for mathematics is to provide a balanced and progressive curriculum and to develop confident mathematicians who can make connections in learning and are not afraid of making mistakes. We want pupils to enjoy maths! The small step approach is a logical progression designed to ensure that students will come back to topics time and time again, both within the study of the same area of mathematics and in other areas. There is an emphasis on mathematical talk and the use of correct mathematical language. Maths gives the greatest opportunity for pupils to work together collaboratively during problem solving and investigative work. All children are encouraged to achieve their maximum potential and learn the importance of maths in all aspects of life. We take the view that being a fluent mathematician is essential to everyday life.
Implementation:
Units ensure progression and revisiting of skills.
· Maths is taught daily.
· All staff are following the White Rose scheme of work as a structure which have been adapted for each year group and the needs of our pupils.
· Lesson plans are adapted to fit the need of the pupils through a carefully planned learning journey of small steps to ensure that all children understand the concepts before moving on.
· Progression overview document allows staff to see what they have to cover and how it is linked to previous and subsequent years. It also show how topics develop over time.
· Children learn concepts following a concrete – pictorial – abstract sequence.
· Tasks provide opportunities for varied practice so pupils come across a concept in a range of representations.
· Red/Blue cards are used as mental starters throughout the school, (0-5) in Reception, to develop fluency and automatic recall with single digit calculations with a view to being able to apply these skills and facts to mathematics involving more complex numbers, emphasis on related facts.
· Mathematical starters of the day aim to revisit, practise and consolidate key concepts.
· Opportunities to reason mathematically are interwoven into lessons.
· Strategies are taught to enhance problem solving skills to encourage pupils to be systematic, generalise and seek out patterns.
· There is a weekly focus on arithmetic which is aimed at ensuring consolidation in the key areas of mathematics whilst building fluency and the ability to think about numbers in a different way.
· If a pupil requires extra support, this is identified quickly and where possible same day or next day intervention takes place.
· Teacher assessment is used accurately and effectively, through end of block and end of term assessments.
· Maths is closely monitored by the subject leader which involves lesson observation, book scrutinies, staff meetings, work with advisors and support.
Reception
Year 1
Time Tables progression
Year 2
Time Tables progression 
Year 3
Time Tables progression 
Year 4
Time Tables progression 
Year 5
Time Tables progression 
Year 6
