Thorney Close Primary School

Thorney Close Primary School

“Where Learning Blossoms”

Maths

At Thorney Close Primary School, we’ve embraced the new approach to deepening children’s understanding of Maths. 

We share the belief that Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems.

It is essential to everyday life, critical to science, technology and engineering, and necessary in most forms of employment. By providing a high-quality mathematics education at Thorney Close Primary School, we give all pupils a foundation for understanding the world, the ability to reason mathematically, and a sense of enjoyment and curiosity about the subject. We endeavour to ensure that all our children develop a positive and enthusiastic attitude towards mathematics that will stay with them throughout their lives.

Aims

In line with the 2014 National Curriculum for mathematics, Thorney Close Primary School aims to ensure that all pupils: 

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Mathematics is a diverse subject in which pupils need to be able to confidently move fluently between mathematical ideas. The programmes of study are, by necessity, organised into distinct areas, but pupils will make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They will also apply their mathematical knowledge to science and other subjects. 

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace – becoming masters in each key concept as they do. However, decisions about when to progress will always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly will be challenged through being offered rich and sophisticated problems before any acceleration through new content.

Attainment targets

By the end of each Phases and Key stage at Thorney Close Primary School, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Year 1 and 2

The most important focus of mathematics teaching in Years 1 and 2 at Thorney Close Primary School is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This will involve working with numerals, words and the four operations, including with practical resources (e.g. concrete objects and measuring tools).

At this stage, pupils at Thorney Close Primary School will develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. It will involve the children at Thorney Close Primary School in using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.

By the end of Year 2, pupils at Thorney Close Primary School should know the number bonds to 20 and be precise in using and understanding place value. There is an emphasis on practice at this early stage at Thorney Close Primary School in order to aid fluency.

At Thorney Close Primary School pupils should be able to read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge in Phase 1.
 
Below is a link to the White Rose Yearly Overview which our teachers use to support the progression of fluency, reasoning and problem solving at Thorney Close.

An in depth view of our pictorial calculation policy can be found on the calculation policy.

Year 3 and 4

The main focus of mathematics teaching in Years 3 and 4 at Thorney Close Primary School is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.

At this stage, pupils at Thorney Close Primary School will develop their ability to solve a range of problems, including with simple fractions and decimal place value. Activities and teaching at Thorney Close Primary School will ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. This should ensure that the children at Thorney Close Primary School can use measuring instruments with accuracy and make connections between measure and number.

By the end of Year 4, pupils at Thorney Close Primary School should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.

Pupils at Thorney Close Primary School should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.
 
Below is a link to the White Rose Yearly Overview which our teachers use to support the progression of fluency, reasoning and problem solving at Thorney Close.

An in depth view of our pictorial calculation policy can be found on the calculation policy.

Year 5 and 6

The principal focus of mathematics teaching in Years 5 and 6 at Thorney Close Primary School is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils at Thorney Close Primary School make between multiplication and division with fractions, decimals, percentages and ratio.

At this stage, pupils at Thorney Close Primary School will develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils at Thorney Close Primary School are introduced to the language of algebra as a means for solving a variety of problems. Teaching geometry and measures will consolidate and extend knowledge developed in number. Teaching will ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.

By the end of Year 6, pupils at Thorney Close Primary School should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. Additionally, pupils at Thorney Close Primary School should read, spell and pronounce mathematical vocabulary correctly.

Below is a link to the White Rose Yearly Overview which our teachers use to support the progression of fluency, reasoning and problem solving at Thorney Close:

An in depth view of our pictorial calculation policy can be found on the calculation policy

Thorney Close Primary School Calculation Policy