Our curriculum will enable learners to:
- Inspire children to learn about themselves and their place in the global community
- Aspire to be challenging, relevant and meaningful
- Achieve the best outcome for every child
At Westbury Leigh, we believe that children need to develop skills in mathematics to become fluent in the fundamental of mathematics, to reason mathematically and to solve problems by applying their mathematics to a variety of routine and non-routine problems. Westbury Leigh aims to make all pupils mathematicians, attaining age related expectations and developing skills in greater depth through their wide and varied opportunities to deepen understanding.
Intent: The intent of our maths curriculum is to provide a curriculum, which is accessible to all and will maximise the development of every child’s ability and academic achievement. We want children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. We want them to know that maths is essential to everyday life and critical to science, technology and engineering. As our children progress, we intend for our pupils to have the ability to reason mathematically and have a sense of enjoyment and curiosity about the subject.
Implementation: The content and principles underpinning the 2014 maths curriculum and the maths curriculum at our school reflects those found in high performing education systems internationally, particularly those of east and south-east Asian countries such as Singapore and China.
These principles and features characterise this approach and convey how our curriculum is implemented:
- Teachers reinforce an expectation that all children are capable of achieving high standards in maths.
- The large majority of children progress through the curriculum content at the same pace.
- Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.
- Teaching is underpinned by methodical curriculum design and supported carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.
- Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts.
- Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up.
To ensure whole school consistency and progression, the school uses the Maths No-Problem scheme supplemented by other resources to aid the depth of learning. Early years uses White Rose maths scheme of work. Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. Each lesson phase provides the means to achieve greater depth, with more able children being offered exploratory and investigative tasks within the lesson as appropriate.
The calculation policy has been developed and agreed after using the National Curriculum objectives and methods. By agreeing on the use of strategies and mathematical language the children will be taught in a consistent way in all classes, developing their understanding as they progress through school. This will provide clarity for the children and ensure they have the necessary strategies and scaffolding to enable them to solve mathematical problems. Children will then be encouraged to use the calculation strategies they are secure with, whether done mentally or using pencil and paper methods.
Impact: All children will be able to make progress regardless of barriers through support and extending those who are beginning to master their mathematical learning. The knowledge, conceptual understanding and skills they build throughout each unit will allow all pupils to make excellent progress in mathematics.
RRS Article 28 - You have the right to a good quality education. You should be encouraged to go to school to the highest level you can.
Please find our Mathematics Policy .