At Lostwithiel our curriculum has been planned and implemented to provide all children with a foundation for understanding number, reasoning, thinking logically and problem solving. Our aim is for all children to develop number fluency to ensure they reach automaticity when recalling and applying basic number facts. Drawing on these facts quickly and efficiently enables children to apply their knowledge in other areas of the curriculum, at a deeper level. We aspire for our children to develop confidence as mathematicians and to leave our school equipped with the mathematical skills and knowledge to prepare them for life in modern British Society.

Daily Mathematics Lessons

In EYFS we follow Mastering Number and White Rose units of work for other areas of the maths curriculum. Maths is taught daily through whole class input and modelling followed by adult and child led group work. The learning environment is set up to allow children to practice taught skills.

In Years 1-6, maths teaching follows the White Rose units of work which breaks the National Curriculum down into small steps. Teaching is supported through the use of pictorial and concrete resources throughout all year groups, before moving to the abstract.

Each lesson starts with a times tables fluency session followed by whole class modelling of how to achieve the learning objective. Work is differentiated so that each child is supported, stretched and challenged. Teaching assistants are deployed according to need. Children access concrete resources and the working wall to support their learning.

Teachers take the curriculum objectives for maths and break them down into smaller steps for SEND children. Pictorial and Concrete methods are used to support all SEND children. Interventions are planned for SEND learners by the class teacher to allow children to access the main teaching session.

We support the development and practice of maths through the use of Numbots in KS1, Times Table Rock Stars in KS2 and in Years 5 and 6, Mathletics.

Daily Fluency

From Year 1 onwards, every class has an additional 15/20 minutes morning maths lesson, which is dedicated to fluency, core number work and consolidation of prior learning.

In EYFS and KS1 teachers follow the ‘Mastering Number’ programme from the NCETM. This uses concrete apparatus (rekenreks) to improve the children’s fluency working with early number.

In KS2 teachers follow a carefully planned activities, which cover the four operations of number, focusing on specific skills each week.

Classroom Working Walls and Manipulatives

Every classroom has a designated maths working wall and a wide range of manipulates accessible to all children. Working walls provide visual and procedural reminders for all children to refer to. These clearly show small steps in learning and are both referred to and added to with the children. Topic specific vocabulary is also displayed as a reference point throughout lessons.

Calculation Policy

We follow the White Rose calculation policy. This can be found on our website.

The impact of the mathematics curriculum is monitored through a variety of ways:

• Oracy - Pupils are able to apply the talk framework in order to talk confidently about their learning in mathematics both to adults and each other, through talking partners (TTYP). They are able to explain their choice of method and are becoming increasingly more adept at reasoning and verbally discussing problems, with a secure understanding of key vocabulary.
• Children are assessed daily against the maths learning objective, which is highlighted by the class teacher at the end of each lesson. Change or challenge is used to address misconceptions in the form of additional questions or intervention. It is also used to set a higher or extension question or challenge.
• Monitoring of work in books and pupil conferencing in lessons shows a range of activities are experienced, practical learning and use of concrete resources and used and work is recorded in a variety of ways, including photos and the use of Seesaw. 
• Summative assessment is completed through PUMA tests in Year 3-5 in autumn term and in Year 1-5 in summer term, to track the progress of each child against age-related expectations
• In Year 6 children complete past SATs tests in autumn and spring terms.