Here at Boxmoor Primary School it is our intent that all children develop a deep understanding of mathematics in order to be confident in using maths as part of their everyday life.  In order to do that we have:

• a clear sequence of study that builds year on year
• a mastery approach so that children are not left behind
• practical activities that promote enjoyment and enthusiasm
• regular opportunities for children to revise previous learning and embed concepts in long term memory
• separate fluency sessions in order for children to revise and revisit previously taught concepts
• opportunities for pupils to apply their knowledge, to reason and to solve problems in a range of contexts.  

In Reception, KS1 and KS2, we follow the HfL ESSENTIALmaths programme because it implements a clear sequence of learning which meets our vision and enables pupils to meet the National Curriculum end of key stage attainment targets. The sequences are written as a spiral curriculum in which learning is built upon step by step, sequence by sequence and year on year. It is aspirational and ensures progression and coverage through the primary phase concepts of:

• Number and place value (approximation, estimation, rounding)
• Addition and subtraction (calculations)
• Multiplication and division (calculations)
• Fractions, decimals, percentages (decimals Year 3+; percentages Year 5+)
• Ratio, proportion and algebra (Year 6)
• Measurement
• Geometry - properties of shape
• Geometry - position and direction
• Statistics (Year 2+)

Scaffolding is provided through questioning, speaking frames, highlighting and modelling key learning points and the use of manipulatives and pictorial representations. Teachers focus on ensuring all pupils can access the learning at an age appropriate level. This requires our teachers to know their pupils well and have strong mathematical subject knowledge.

We teach the whole class together to ensure all pupils master the curriculum. Challenge is provided by going deeper rather than accelerating into new mathematical content. Teaching is structured to allow sufficient time to be spent on a topic so that learning is embedded and sustained over time and to provide opportunities to work at greater depth. Our ‘mastery’ approach means that our pupils do not just learn to memorise key facts and procedures and answer test questions accurately and quickly. Pupils learn to explain ‘why’ and ‘when’ as well as understanding ‘that’ and knowing ‘how’. They are taught to use their knowledge appropriately, flexibly and creatively and to apply it in new and unfamiliar situations, explaining their reasoning and solving problems.

The learning you do with your children at home, supporting their learning of times tables and supporting with their homework has real value. One of the ways that we help you to do this is through the use of the website Mathletics.com.  Each child from Year 1 onwards is provided with their own login and will have the opportunity to work through tasks related to their current learning.

The impact of our curriculum is measured through:

• ongoing daily assessment to inform future planning and identification of any child needing additional support
• feedback from children, books and low stakes testing to assess children's knowledge, understanding and their ability to apply the skills they have learned
• summative assessment in order to identify areas of strengths and weakness for classes, groups and individuals and to provide evidence for patterns in progress and attainment.

Statutory assessment takes place at the end of Key Stage 2. Some pupils in Year 6 attend additional ‘booster groups’ to help them to prepare for the end of Key Stage 2 Maths Test. Pupils in Year 4 take the multiplication tables check.

Where particular pupils have SEND and are unable to access the age related expectations, a more tailored curriculum will be provided. Whilst, where possible, still working in the same subject area as the class, individual pupils working well below the level expected will have their learning tailored from previous year groups teaching sequences which can then be used to track forwards from the skills the pupils have.  A few pupils in each year group might also benefit from a 1:1 intervention aimed at building their knowledge of basic concepts.  This is in order to bridge their personal gaps and aid their confidence within the whole class setting.