INTENT

At Fairway Primary School, our intent is to deliver a maths curriculum which develops children’s sense of enjoyment and curiosity of mathematics. In short, we want them to love maths!

At Fairway, we encourage children to EXPLORE all aspects of mathematics, KNOW key facts and calculation methods in order to apply these to problem solving and reasoning and to COMMUNICATE their knowledge and understanding confidently and effectively.

During their learning journey at Fairway we want children to develop an understanding of the following key concepts:

• fluency
• problem solving
• reasoning

We aim to develop cultural capital in our learners, by empowering them with essential mathematical skills to confidently tackle math problems in everyday life.  This will prepare them for the next stage of their education and enable them to become financially astute and resourceful citizens.

Inclusion is at the core of our vision and ethos. We have developed opportunities to consider the nine protected characteristics of the Equality Act, British Values and children’s development of Spiritual, Moral, Social and Cultural education throughout our geography curriculum. We look to develop children’s awareness about the lives of others and this work is constantly changing and developing. 

IMPLEMENTATION

At Fairway Primary, we follow the National Curriculum which aims for children to:

• become fluent in the fundamental knowledge of mathematics and recall knowledge quickly so that is can be applied accurately in a range of contexts.
• be able to reason mathematically and communicate clearly using correct mathematical language.
• solve problems by applying their mathematical knowledge; breaking problems down into smaller steps and persevering when seeking solutions to more challenging problems.

Maths learning at Fairway Primary School is carefully planned and sequenced so that new knowledge and skills build on prior learning and provide progression towards end of year and end of key stage expectations.

At Fairway, the majority of children will be taught the content from their year group only. The expectation is that most of the children will move through the programme of study at broadly the same pace. Those children who are not sufficiently fluent will consolidate their learning before moving on. However, children who grasp concepts rapidly will be further challenged.

Through effective assessment, we gather important valuable information of children’s existing mathematical knowledge and skills and use this to inform our planning and teaching sequences. We believe that encouraging children to explore mistakes and misconceptions is an essential part of new maths learning.

Mathematics lessons are planned to:

• promote a positive attitude to maths.
• develop fluency through repeating, reinforcing and revising key skills and knowledge.
• develop key mental and written calculation methods in line with our school policy.
• Enable children to apply knowledge and skills to problem solving and reasoning.
• build on prior knowledge.
• encourage children to think about their learning, to reflect on previous learning and make connections between new and existing learning.
• give clear learning objectives and success criteria.
• develop the children’s vocabulary, with adults effectively modelling precise and rich language linked to maths.
• give opportunities for children to work collaboratively in pairs or groups as well as work independently.
• use effective questioning to check levels of understanding. 

IMPACT

Our maths curriculum enables children to:

• understand the relevance and importance of what they are learning in relation to real life contexts.
• know that maths is a significant life skill that they will rely on in many areas of their daily life.
• have a positive view of maths.
• know that it is OK to be ‘wrong’ and that this can strengthen their learning.
• demonstrate a fluency to recall key facts and procedures.
• develop resilience and confidence to reason and solve problems.
• understand a wide range of maths vocabulary so they can communicate their maths thinking with ease.
• demonstrate the flexibility to move between different contexts and representations of maths problems.