Our curriculum for Mathematics ensures that all pupils become fluent in the fundamentals of Mathematics. Through varied and frequent practice with increasing problems over time, pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

Mathematics at Dudley Wood Primary School provides a curriculum that enriches learning experiences and deepens understanding. It allows children to connect their learning to Mathematics in ‘real life’ and prepares them for the next stage of their education.

Through the daily Mathematics lesson, children are regularly encouraged to recall, practise key mathematical skills, and apply their knowledge to solve problems and reason.

Children are taught through whole-class interactive teaching. They are provided with a variety of opportunities to develop their skills of calculation, reasoning and problem solving and encourage them to make connections.

At Dudley Wood Primary School, we use the ‘Teaching for Mastery’ approach, with the aim of children of all ages acquiring a deep, long-term, secure and adaptable understanding of the subject. This incorporates the ‘Five Big Ideas’:

• Coherence
• Representation and Structure
• Mathematical Thinking
• Fluency
• Variation

Curriculum

• Every class from EYFS to Year 6 use the ‘White Rose Education’ curriculum for Mathematics.
• Consistent Lesson Structure – All teachers follow a set structure to lessons, with a retrieval task (Flashback 4), a ‘Discover Task’ to introduce, engage and often relate the the small step of learning to ‘real life’. The lesson will follow a ‘ping-pong’ style approach, which allows the children to work collaboratively and independently, with use of manipulatives and pictoral representations where necessary. The children then complete their independent work, with a ‘Pink for Think’ task to challenge and deepen understanding.
• Oracy strategies are used within the daily Mathematics lesson to develop speaking, listening and language skills.
• Rich Mathematical Language will be used in lessons from EYFS to Year 6. Mathematical glossaries and key vocabulary for each learning block will be displayed on working walls in Year 1 – 6 and within the environment in EYFS.
• Mathematics homework is set weekly that relates to current learning.
• Cross Curricular opportunities within other subjects.
• Interventions are used, such as Numberstacks for children that have identified gaps in learning.
• Weekly Mathematics Booster/Tutoring Clubs for Year 6 children addressing specific needs/targets.

Multiplication Tables Club

• 21 Club is a progressive times table weekly challenge, that is completed by all children from Year 2 onwards. Children recall multiplication and related division facts to work through a set of ‘clubs’ and gain a badge on completion of each one.

NCETM Maths Hub

• Dudley Wood Primary School work alongside the local Maths Hub to develop and implement ‘Teaching for Mastery’ through a 3 year programme.

Mastering Number

• EYFS/KS1 Mastering Number - This project aims to secure firm foundations in the development of good number sense for all children from Reception through to Year 1 and Year 2. Children develop their fluency in calculation and a confidence and flexibility with number.
• 5 x 10 minute weekly sessions.
• KS2 Mastering Number - This project enables pupils in Years 3- 6 to develop fluency in multiplication and division facts, and a confidence and flexibility with number that exemplifies good number sense. 5 x 10 minute weekly sessions.

Online Maths Tools

• Maths Frame – Year 2 – 6 use this online tool to support learning multiplication facts.
• Use of online/virtual manipulatives - Didax.com  
• White Rose ‘1 Minute Maths App’ – supports repetition and retrieval of key mathematical facts/skills.
• Online access to White Rose Parent and Pupil Support for home support.

Assessment

• End of Block/Term assessments are completed and analysed from Year 1- 6 using White Rose. Optional statutory testing takes place in Year 2 and statutory testing in Year 6.  
• Year group Pupil Progress meetings address any issues in termly data.
• Monitoring and Evaluating is completed regularly through learning walks, lesson observations, book looks and pupil voice.
• Y4 complete statutory Multiplication Tables Check.

Continuing Professional Development (CPD)

• Staff training in Mathematics is delivered regularly through Teacher and Teaching Assistant PDMs, for both teaching staff and teaching assistants, and through regular updates on Teams.
• Maths Lead delivers a coaching programme with year groups/individuals from EYFS to Year 6.  
• SIA – Support given from SIA lead from the Academy Trust for Maths lead and teachers.
• NCETM Maths Hub Support – Maths Lead attends termly meetings where excellent practice is observed and training is delivered to support Dudley Wood’s ‘Teaching for Mastery programme.

Whole School Events and Visitors

• National Maths Day – Dudley Wood take part in this national programme, giving the children fun opportunities to explore Mathematics in real life.
• Local community connections - Nationwide Banking – Money and Real Life deliver Maths workshops to different classes across Key Stage 1 and 2.
• Mathematics in Real Life – whole school focus week to engage and allow children to explore ‘real life’ Maths.

Parental engagement

• Parent Workshops provided by Maths Lead to offer support with ‘Maths at Home’. This focuses on relevant vocabulary and skills used and offers suggestions of ways to support their children with Mathematics at home.

Outcomes

• At the end of each year, the children achieve age related expectations for their year group.
• Some children will have progressed further and achieved greater depth.
• Children who have gaps in their knowledge receive appropriate support and intervention. 
• Through the ‘Teaching for Mastery’ approach, children secure long term, deep and an adaptable understanding of Mathematics, which they can apply in different contexts,

Evidence in Knowledge

• Pupils know how and why mathematics is used in the outside world and in the workplace. They know about different ways that maths can be used to support their future potential. Mathematical concepts or skills are mastered when a child can show it in multiple ways, using mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations. Children demonstrate a quick recall of facts and procedures. This includes the recollection of multiplication tables.

Evidence in Skills

• Pupils use acquired vocabulary in Mathematics lessons. They have the skills to use methods independently and show resilience when tackling problems. Their work demonstrates a flexibility and fluidity in moving between different contexts and representations of Mathematics. Children show a high level of pride in the presentation and understanding of the work. Their work demonstrates their ability to recognise relationships and make connections in maths and other curriculum areas. Teachers plan a range of opportunities to use maths inside and outside school.

Pupil Voice

• Through discussion and feedback, children talk enthusiastically about their Mathematics lessons and speak about how they love learning about Mathematics. They can articulate the context in which Mathematics is being taught and relate this to real life purposes. Children show confidence and believe they can learn about a new area of learning and apply the knowledge and skills they already have.