• Become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• Can solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios.
• Can reason mathematically by following a line of enquiry and develop and present justification, argument or proof using mathematical language.

The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. Our curriculum ensure children apply mastery skills. We follow the White Rose maths scheme, with Deepening Understanding used to extend fluency, reasoning and problem solving. They should 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. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich mastery and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

We encourage our teachers to build from this base to adapt and change their teaching in-line with the NCTEM framework to ensure lessons are adapted to meet the needs of all pupils.

See the progression below:

As well has high quality deliver of maths during our daily provision, we have implemented many other tools to support in the delivery of Maths at St John Fisher.

We have worked with a number of maths consultants to develop our provision and have completed an oracy project for maths in the school to enrich the language of mathematics.

Our KS1 classes also use mastering number, the NCTEM programme, to ensure that maths is ‘topped up’ in a purposeful, engaging, and fast paced manner.

We also provide our children with a number of extra curricula maths opportunities to support their learning, such as Numb-Skills, a programme focusing on developing a deeper understanding of mathematical concepts, and Third Space Learning, where selected children take part in 1:1 tuition to target specific gaps in their learning after an analytical assessment.

Times tables rockstars is used to engage pupils at home in their maths and as a tool to help with rapid recall of facts.

Children perform well in mathematics and leave KS2 with a good understanding of all the key concepts in mathematics.

The children demonstrate a quick recall of facts and procedures. This includes the recollection of the times table, which enables them to become confident, fluent mathematicians.

They 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. Children show a high level of pride in the understanding of the work they do.

Calculation Policy can be found here