Maths

Our curriculum is designed to be inclusive and ambitious, ensuring all pupils, regardless of background or ability, experience a broad and engaging mathematics education.

The curriculum:

• Builds progressively on prior learning to deepen understanding. Some key concepts in some year groups are revisited through the year. Some linked concepts are taught consecutively so links to units can be made. 
• Embeds fluency, reasoning, and problem-solving across all units of work.
• Uses a Concrete-Pictorial-Abstract (CPA) approach to ensure conceptual understanding before moving to abstract methods.
• Integrates measurement and geometry throughout number units to highlight connections between concepts.
• Develops strong mental arithmetic skills as a foundation for written methods.
• Learning is inclusive and all children are given equal opportunities to participate in fluency, reasoning and problem solving activities. 

Mathematics at Longmoor is taught using an engaging and interactive approach that prioritises deep understanding and mathematical thinking.

Our pedagogy includes:

• Effective Questioning: Encouraging curiosity and critical thinking by asking pupils to make comparisons, notice patterns, and articulate their reasoning.
• Mathematical Vocabulary and Monologuing: Teachers model precise mathematical language, and pupils are encouraged to use this confidently in discussions and written work. When staff model mathematical language, they articulate their thought processes aloud which helps children learn how to explain concepts themselves. 
• Flexible Teaching Methods: Lessons are adapted to support different levels of understanding, ensuring all pupils can access fluency, reasoning, and problem-solving activities.
• Use of Manipulatives: Practical resources are embedded within lessons to help pupils visualise and manipulate mathematical concepts.

To ensure all pupils, including those with SEND and EAL, achieve success in mathematics, we:

• Use explicit instruction: Staff model the mathematics to show children the structure of the concept they are being taught. Sometimes explicit instruction will refer to thought teachers’ thought processes to explicitly teach reasoning or demonstrate a skill in problem solving. 
• Provide scaffolding and structured support to develop independence.
• Use adapted questioning and differentiated tasks to ensure all pupils can engage in mathematical discussions.
• Ensure access to concrete resources and pictorial representations before progressing to abstract concepts.
• Offer additional practice for pupils who need reinforcement before advancing to new content.
• Encourage children to evaluate by reflecting on their own learning and knowing what they can do and use to support their mathematical learning: manipulatives, maths mats, maths area, asking a friend or an adult for support. 
• Flexible grouping: Assessment should inform the planning and groups on a day to day basis and on a topic to topic basis. E.g. some children need more support in number than in shape. 

Assessment in mathematics is used to inform teaching and ensure all pupils are making progress. Our assessment approach includes:

Formative Assessment:

• Questioning in lessons: Teachers check understanding and adjust tasks where necessary.
• Questioning supports staff to identify gaps and address misconceptions. This is supported by additional retrieval practise of these concepts.
• Regular pupil conferencing with books: The subject leader talks to pupils about what they have learned and how they apply concepts. 
• Pupil conferencing using calculation questions: The subject leader asks groups of pupils (mixed ability, those working at greater depth, pupils on the SEND register) to calculate and explain their thinking. For example, at Year 1, the pupil may be asked to calculate 7 + 8 and the Subject leader observes do they count out objects, count on, partition, so the calculation is 8 + 2 + 5 or use near doubles. It is also observed how they articulate this conversation and the vocabulary they use.

Summative Assessment: 

• Regular assessments to measure progress and inform planning. Class teachers look for trends in their own classes and informs the subject leader who looks at school trends.
• In EYFS, at the end of half terms, children complete an assessment activity which informs staff of their future planning and these are recorded in individual books.
• Arithmetic Practice: Frequent opportunities to develop fluency and efficiency in calculations. Formative assessment supports staff to make decisions in the calculations to use.
• Self and Peer Assessment: Encouraging pupils to reflect on their learning and articulate their reasoning.

Through this structured approach, we aim to empower all pupils at Longmoor Primary School with the mathematical knowledge, skills, and confidence to succeed in their academic journey and beyond.