Humberstone Junior Academy

Maths

Maths Curriculum Statement

Curriculum Intent

At Humberstone Infant and Junior Academy, our mathematics curriculum seeks to develop confident,
inquisitive and logical learners, who approach every maths lesson with passion and curiosity. We
inspire our children to ask and answer questions in order to gain a deeper understanding and to have
the confidence to tackle challenges. Our mathematics curriculum has been carefully constructed to
reflect the Teaching for Mastery approach, with the full belief that all children can and will achieve
high standards. Expertly planned and carefully considered teaching sequences ensure our children
work through small steps in progression and gain fluency and accuracy in skills that are fully
embedded into their working memory. Our intention is that all children leave our school with the skills
and expertise needed to tackle mathematical problems with thought, strategy and ultimately,
confidence. We aim to create not only logical thinkers, but also great mathematical thinkers, who are
able to explain their understanding of different concepts in a number of ways and are well equipped
to apply their understanding to real life situations.

Implementation

Our maths curriculum is shaped and constructed from both National Curriculum objectives and
guidance from White Rose maths. Our planning and learning sequences are directly linked to the
White Rose small steps progression documents, to ensure consistency across year groups and full
coverage of the maths curriculum. We believe that our maths lessons are a journey, and one in which
all children should be fully equipped to join. Therefore sequencing and lesson progression are crucial
elements of our planning at Humberstone, as we ensure that our lesson design is reflective and
responsive to the needs of the class.

A key element of our vision for maths is that children are able to demonstrate a deep, meaningful
understanding of the maths they learn, which is fully embedded and can be applied to real life
contexts. This is achieved through a continued focus on the 5 Big Ideas of Mastery, including variation,
representation, fluency, cohesion and mathematical thinking. Our curriculum provides many
opportunities for children to see maths in a variety of different contexts and structures, providing
children with a well-rounded understanding. Mathematical thinking and language is a key feature of
the maths at Humberstone, and is underpinned in classrooms by the emphasis on oracy skills and
children’s ability to verbalise their ideas and thought processes.

A GAPs analysis of prior learning is used by teachers to inform their planning, ensuring that previous
year group objectives are embedded alongside new learning. This is achieved through creative
curriculum links, where teachers have the autonomy to expertly interweave skills and objectives to
related areas of the curriculum. For example, the concept of decimal place value is introduced
through the context of money. This enables children to strengthen their ability to make links in maths,
and develop coherence when applying their knowledge to prior learning.

Impact

The ambitious, mastery approach to maths at Humberstone Infant and Junior Academies is achieved
through challenging problem solving and reasoning that has real life contexts. Authenticity is at the
core of our maths curriculum, and reflects the wider whole school ethos of teaching and learning.
Monitoring shows that this is applied in a range of cross curricular outcomes, for example data
handling and statistical analysis in a geography project on endangered animals; and a science project
investigating the average speed of falling objects. We seek to ensure that authentic links can be made
to additional areas of our curriculum, to enable children to understand that their mathematical
learning can be applied to many practical contexts. As a result, these concepts are well embedded by
all children, which is reflected through the end of year results in KS2 , well exceeding the national
average with 91% of children meeting the expected standard and 29% achieving greater depth (End of KS2 Data, 2019). End of year data for Key Stage 1 also shows that 76% of pupils achieved the national
standard in maths in line with the national average, but with 28% achieving greater depth, which
surpasses the national average. (End of KS1 Data, 2018)

The maths curriculum at Humberstone is expertly scaffolded and adapted to ensure it is inclusive,
broad and balanced and provides all children with the expectations of how to be successful. This is
accomplished through huge emphasis and investment in effective practical approaches that allow
different abilities and needs to become more confident and independent learners. Monitoring shows
that a vast range of manipulatives are used in all classrooms to bridge the gap between practical and
abstract learning, allowing all learners to access the curriculum (Book Scrutiny, March 2019) As a
result of this continued focus on inclusion, the impact of this is demonstrated through the
achievements of our disadvantaged groups, where at the end of KS2, 91% of this group were meeting
the standard in maths, in line with their peers and above the national average (End of KS2 Data, 2019)
Oracy is a central element of our maths curriculum, and language is at the heart of everything we do
at Humberstone. Our focus on problem solving and reasoning in maths is strengthened and
supported by the continued development of children’s oracy skills throughout all stages of their
school life. The vision for maths is therefore also achieved by implementing effective strategies for talk
and discussion during maths lessons, allowing children to explore and to talk for different purposes;
for example to challenge, to prove or to explain their ideas. Sentence stems and technical
mathematical language are woven through lessons as a scaffold to support all learners to articulate
their thoughts, ideas and thinking processes – reflecting the underlying principle of mastery that “the
answer is only the beginning”. Teachers are highly skilled in their use of sentence stems to scaffold
learning and make sure that maths language is accessible to all learners. The impact of this is evident
through the monitoring of lessons and quality of teaching shown in learning walks, where children
demonstrate the ability to communicate effectively when talking for a range of purposes, and learning
through talk (Learning Walks & Book Scrutiny, March 2019)