INTENT
The Maths Curriculum at Fittleworth C of E School aims to develop pupils who are confident and knowledgeable and have a sound understanding of the key mathematical skills and concepts needed for them to successfully progress
into the next stage in their education and beyond. We aim for children, through a inclusive and adapted curriculum that they journey to become the best mathematican they can be and to 'let your light shine'. It is our aim that pupils’ knowledge, skills and understanding will lead them be fluent in mathematical procedures and be able to confidently apply these procedures to a range of reasoning, problem solving and real –life settings. We believe that if given the right amount of time and the correct ‘tools' where they have a growth mindset to help themselves, then the overwhelming majority of pupils are capable of mathematical competence in line with their age. This in turn will help them to be responsible and self sufficient adults.

IMPLEMENTATION
• Pupils are taught the age-related objectives outlined in the EYFS guidance and mathematics section of the National Curriculum. However, the curriculum is adapted and designed to suit those who are not accessing these objectives, with a high expectation on all learners.

• They will have daily maths lessons across the school with extra time being given to practise times tables, ready for the year 4 times table assessment. 
• Pupils are taught broadly the same mathematical material and progress through the objectives together. Adaptations are made for those who need more consolidation and or time and challenge, deepening the knowledge and understanding for others further.
• Mathematical knowledge, skills and understandings are taught through using a range of manipulatives, pictorial representations and abstract concepts. Teachers follow the White Rose small steps, ensuring they see concepts in a range of representations and following the calculation policy below.

•Maths vocabulary is on display and used well from reception to year 6 and children are encouraged to use this to discuss their learning and make secure links in their learning.
• A range of varied tasks and challenges are presented to pupils over the course of a lesson (or short series of lessons) and these will include varied fluency/procedural tasks and problem solving/reasoning style challenges. All pupils of all ages and abilities should have access to this range of question types.
• To ensure consistency and progression of skills teachers follow the ‘White Rose’ medium term plan and the relevant ‘Small Steps’ documents. In this way, consistency of language, vocabulary and methods will be maintained across the school with useful tools such as ‘part-whole models’ and ‘bar-models’ etc becoming increasingly familiar to pupils as they progress through the school. 

• Teachers should decide the pace through which pupils travel through objectives bearing in mind that some pupils may need to spend more time with some concepts than others whilst some will need challenge at a ‘greater depth.’ It is desirable that the overwhelming majority of pupils will have ‘mastered’ all of the objectives associated with their stage of the mathematics curriculum. In most areas, pupils will need periods of consolidation, practice and revision.

• By the end of Year 4, the overwhelming majority of pupils will know their multiplication tables fluently to 12 x 12.

• Assessments are made of pupils’ progress during and following teaching and these assessments are used to inform subsequent teaching.

• Teacher assessments are supplemented with formal summative testing at key points across any series of lessons and these assessments tie in with the school’s wider assessment policy.

IMPACT

•    Children demonstrate a deep understanding of maths. This includes the recollection of the times table. 

Daily and summative assessment will ensure next steps are identified and clear links will learning is made.
•     Children display a positive and resilient attitude towards mathematics and an awareness of the fascination of mathematics. 
•    Children show confidence in believing that they will achieve.
•    Each child achieves objectives (expected standard) for year group. 
•    The flexibility and fluidity to move between different contexts and representations of maths.
•    The chance to develop the ability to recognise relationships and make connections in maths lessons. 
•    Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.

•    They will show an increasing ability to successfully apply their mathematics to real-life situations.

It is hoped that pupils will find mathematics enjoyable and that through collaboration, they will reach their mathematical potential.