We want our pupils to become interested in and have a sense of enjoyment of mathematics. We want them to become fluent in the fundamentals of mathematics, through varied and frequent practice with increasingly complex problems over time, so that all pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. To reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. To solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. We also want our children to apply these skills to the purposeful world in which they live and be equipped with the resilience, and determination to question and debate all lines of enquiry.
The delivery of our maths curriculum will provide opportunities for all pupils to build their confidence and fluency through a high-quality mathematics education. We will follow the progammes of study as set out in the national curriculum and follow our own long term plans to ensure full coverage of all areas of maths. We use the White Rose maths scheme and resources from Power Maths to underpin our teaching. Where possible we will endeavour to ensure that our curriculum is purposeful and applicable to the world in which children live. We will also ensure that our curriculum links with other key subjects of Science, Computing and Design and Technology.
Our pupils will have the skills to challenge the range of different mathematical concepts and domains. They will also be able to move fluently between representations of different mathematical ideas. Our pupils will also be able to make connections across mathematical ideas and have developed their fluency, mathematical reasoning and competence in solving increasingly problems. This will be demonstrated through assessments where percentages are above national at Foundation stage, Key stage 1, 2 and for all groups of pupils.