Maths
Our Maths subject leader is Mr Eynon.
Our vision for Maths at St Peter's is that all children, despite their starting point, gain a secure understanding of the fundamental principles of mathematics. This is rooted in the belief that all children can succeed.
At St Peter's, children are given the opportunity to develop their mathematical skills and knowledge through a rich, engaging curriculum which enables our pupils to leave primary school with the key numeracy skills needed to be successful and flourish in the next stage of their education. Our ‘mastery for all’ approach to mathematics seeks to ensure that all children can access and understand the content taught.
Learning in maths at St Peter’s follows the expert developed White Rose 3.0 scheme of learning. The progressive and engaging scheme is adapted by class teachers to suit the needs of the learners in their class.
Some key aspects of our maths provision are detailed below:
- Teacher’s use a range of manipulatives and follow the CPA approach to allow our children to develop a deep level of mathematical understanding.
- Our St Peter’s 7 steps to mastery ensures that all learners are challenged to achieve their full potential.
- From our Reception Baseline Assessment (RBA) data we know that an on-entry weakness for our cohort of children is their understanding of number. Building number sense in our EYFS learners is an important focus for us
- Our program of KIRFs (Key Instant recall facts) from Year 1 - 6, which was introduced in Autumn 2022 to address a drop in children’s arithmetic and fluency skills. KIRFs develop greater automaticity. Research from cognitive science shows that when these key mathematical facts can be recalled easily, this ‘frees up’ working memory.
- Times tables Rockstars motivates children to learn and practice their times tables both at school and to continue learning at home
- We use Teach Active resources to boost engagement, movement and memory in Maths lessons
- We supplement and bolster our curriculum through the use of engaging resources from maths experts Third Space Learning and the NCETM (e.g. Fluent In Five and Rapid Reasoning and problem of the day)
- In order for our children to ASPIRE in maths, we promote the power and potential that maths has in the wider world, through exciting employment opportunities and engaging visitors and taking part in national events, such as Maths Week England
- We engage with expert consultants who have helped us to design and deliver the best possible bespoke maths curriculum for our cohort of learners
- Carefully planned and targeted interventions (such as EPS maths) take place throughout the schools to ensure that children have the mathematical knowledge and skills to be able to progress
- Our knowledge mats help parents to support their children’s maths development at home
- Regular parent workshops also support our parents and carers to be able to develop their children’s maths at home
We use Helen Drury's explanation of maths mastery to guide our maths curriculum planning at St Peter's:
"A mathematical concept or skill has been mastered when, through exploration, clarification, practice and application over time, a person can represent it in multiple ways, has the mathematical language to be able to communicate related ideas, and can think mathematically with the concept so that they can independently apply it to a totally new problem in an unfamiliar situation.”
Below you will find details of our maths curriculum at St Peter's:
Below you will find knowledge mats for each year group. They contain the key knowledge that we want children to know by the end of each year group. These will help you to support your child's maths learning at home:
Our Maths progression road map from Reception to Year 6:
Experiences that boost the relevance and importance of maths in the wider world are a keep part of our ASPIRE maths curriculum offer:
Promoting effective mathematical talk is an important part of our progressional mathematics curriculum:
Our end of year maths essentials, based on the DFE's ready-to-progress criteria:
