At Flore Church of England Primary School we believe that mathematics is essential to everyday life and necessary for financial literacy and most forms of employment. A high-quality mathematics education provides a platform for understanding the world, the ability to reason mathematically and a sense of enjoyment and curiosity about the subject.
Our mathematics curriculum recognises how essential mathematics is to everyday life; its links and application in a range of real-life situations and subjects; and the importance of mathematical knowledge, skills and understanding for financial literacy and future employment. Our curriculum also promotes a sense of enjoyment and curiosity that is created by engaging fully with the subject.
In Mathematics, we support and enable our pupils to become fluent in all areas of the subject, so that they can reason mathematically and solve problems. We also focus on specific mathematical skills, in discrete lessons each day, to ensure that children develop and deepen their understanding and skills at an age-appropriate level.
We adopt a mastery approach to teaching mathematics, which helps children to reach age related expectations and provides additional challenge, to enable children to deepen their understanding of mathematical processes and principles. We recognise that mathematics is an interconnected subject and look for links to develop children’s mathematical learning, and ability, in relevant ways across the whole of our curriculum.
Mastering mathematics means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject. The phrase ‘teaching for mastery’ describes the elements of classroom practice and school organisation that combine to give pupils the best chances of mastering mathematics. Achieving mastery means acquiring a solid enough understanding of the mathematics that’s been taught to enable pupils to move on to more advanced material.
The Mathematics Curriculum at Flore is taught through the White Rose Maths scheme.
It also follows the 2014 National Curriculum for Mathematics and is designed to ensure that:
It is intended that the majority of children will move through the mathematics curriculum (as defined by the programmes of study) at broadly the same pace. Children who grasp concepts rapidly will be challenged through being offered breadth and depth in their curriculum. Children who are not sufficiently fluent, either through a lack of experience or a recognised need, will have adaptations to the curriculum to meet their needs.
You can find out about White Rose Maths Scheme by viewing the Parent & Carers page: