At Exminster, we recognise that Mathematics is essential in everyday life as it equips pupils with a uniquely powerful set of tools to understand and change the world. We ensure all children receive a high-quality Mathematics education by planning for progression in skills and understanding from Early Years all the way to Upper KS2. We do this by planning enriching learning opportunities which facilitate children in becoming fluent in the fundamentals of mathematics, to reason mathematically and to problem solve with increasing sophistication. Mathematics at Exminster seeks to develop a sense of enjoyment of the subject through varied images, rich Mathematical challenges and refined use of Mathematical vocabulary. It is our intention to produce agile Mathematicians who are flexible in their approaches and are driven by a sense of curiosity about this wonderful subject.
As part of a planned progression of Mathematical skills, children receive:
- A dedicated daily Maths lesson focused on answering a key learning question (LQ), carefully structured with variation of image and context in mind, in order to develop key facts and provide opportunities to reason and/or problem solve
- Daily Fast Maths sessions which aim to produce in children a fluent ability to recall knowledge of the number system, including number bonds and times table facts, rapidly and accurately
- Direct teaching and oral work, scaffolded by key vocabulary and sentence stems, which allow for sophisticated reasoning
- Knowledge-rich activities which allow children to develop, consolidate or challenge their conceptual understanding
- A focus on accurate use of Mathematical vocabulary and coherent explanations, allowing children to follow a line of enquiry, conjecture relationships between mathematical concepts and develop their own Mathematical arguments.
- Key Instant Recall Facts (KIRFs) Home Learning tasks, aiming to secure rapid and accurate recall of year group facts
Our Mathematics curriculum is progressive; building upon facts and developing depth through problem solving and reasoning. If children are keeping up with the curriculum, they are deemed to be making expected or good progress. In addition, we measure the impact of our curriculum through the following methods:
- On-going Assessment for Learning, informed by discussions with children about their learning individually and in guided groups
- Cold tasks before a unit is planned to identify specific gaps in Mathematical understanding
- Hot tasks after units to assess if these gaps in understanding have been addressed
- Termly Summative Assessments in the form of PUMA tests
- Data collected and evaluated from Insight