Maths

At Elmhurst Junior School, our maths curriculum is designed to provide children with the opportunity
to expand upon and develop their mental maths skills, and prepare them for the wide variety of
problem-solving opportunities that they will encounter in their lives.


Our Whole-School Maths Vision is:
● To foster positive attitudes, fascination and excitement of discovery through the teaching and
learning of mathematical concepts.
● To develop a ‘can do’ attitude in our children, especially when problem solving.
● To broaden children’s knowledge and understanding of how mathematics is used in the wider
world by making rich and varied real life connections.
● To enable our pupils to confidently reason about their mathematics, using a suitable range of
mathematical language, recognising its importance for communication and deep thinking.
● To use a wide range of models, visual manipulatives and practical resources to develop a deep
conceptual understanding alongside procedural fluency.
● To implement the current legal requirements of the New National Curriculum.
As a school, we follow the blocking sequence from the White Rose Hub, to build children’s depth of
understanding when teaching each mathematical skill. At the beginning of a Maths lesson, our
children are exposed to a mental oral starter, which consolidates previously taught learning. This is to
ensure prior knowledge is consistently drawn upon.
Through our maths vision, we are passionate and fully committed to developing a balance between
the children’s procedural fluency and a conceptual understanding.
Vision Statement
Our vision for maths ensures every pupil is given a broad, balanced, engaging and relevant curriculum
that takes into account the requirements of the National Curriculum and any other guidance
documents.


Intent
At Elmhurst, we believe that all children should have:
• A deep understanding of maths and number.
• A positive and resilient attitude towards mathematics and an awareness of the fascination of
mathematics.
• Competence and confidence in mathematical knowledge, concepts and skills.
• An ability to solve problems, to reason, to think logically and to work systematically and
accurately.
• A range of learning strategies: working both collaboratively and independently.
• Fluency in mathematics where children can express ideas confidently and talk about the subject
using mathematical language.
• An understanding of the importance of mathematics in everyday life.
Our maths curriculum aims to ensure that all pupils:
• become fluent in the fundamentals of mathematics through placing number at the heart of our
curriculum with daily practice to ensure fluency of number facts
• reason mathematically by following a line of enquiry through ensuring discussion plays a vital role
in all lessons. Children are actively encouraged to discuss with peers and teachers, how? why? using
mathematical language
• can solve problems by ensuring problem solving is embedded in every lesson and variation of
questions are used to enable children to apply their knowledge to different situations.
• Rich connections across mathematical ideas to develop fluency are encouraged through variation
of questions which can be seen in every lesson and evidenced in the maths books.
• Challenge is built into every lesson for pupils who grasp concepts rapidly through sophisticated
problems and an opportunity for children to demonstrate their understanding creating their own
problems.


Implementation
• Our mastery approach to the curriculum is designed to develop children’s knowledge and
understanding of mathematical concepts.
• In school, we follow the National Curriculum and use White Rose Schemes of Work as a guide to
support teachers with their planning and assessment.
• The calculation policy is used within school to ensure a consistent approach to teaching the four
operations over time.
• The times tables policy is used within school to ensure a consistent approach to teaching times
tables.
• To learn mathematics effectively, some things have to be learned before others, e.g. place value
needs to be understood before working with addition and subtraction, addition needs to be learnt
before looking at multiplication (as a model of repeated addition).
• Our emphasis is on number skills first, carefully ordered, throughout our curriculum.
Impact
• Children demonstrate a deep understanding of maths. This includes the recollection of the times
table.
• Children display a positive and resilient attitude towards mathematics and an awareness of the
fascination of mathematics.
• Each child achieves objectives (expected standard) for the 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.

Maths long term term overview

Maths progression map

Elmhurst Calculation policy


Useful websites to help at home


You may also like to try some of the weekly maths activities at home.

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