Maths at St John XXIII Catholic Primary School
At St John XXIII Catholic Primary, we are committed to providing a robust maths curriculum that not only covers the fundamentals but also encourages reasoning and problem-solving skills. Our partnership with White Rose Maths ensures that our teaching methods are up-to-date and effective, helping each child to thrive in their mathematical journey. We believe in nurturing a love for maths in our students, equipping them with the skills necessary to tackle real-world problems confidently.
Intent
At St John XXIII, we see mathematics as a journey of discovery that builds confidence, resilience and hope. Inspired by Pope Leo’s Maps of Hope, we provide a clear and carefully sequenced pathway of learning, enabling every child to grow in knowledge, understanding and independence.
Our mathematics curriculum is designed to ensure that concepts are taught in small, coherent steps so that children develop fluency before applying their understanding to reasoning and problem solving. Key knowledge is revisited and deepened over time, securing long-term understanding and mastery.
Language is central to our approach. We explicitly teach mathematical vocabulary and provide regular opportunities for pupils to explain, justify and refine their thinking. Through purposeful discussion and collaboration, children become confident communicators of mathematical ideas.
We hold high expectations for all. Through adaptive teaching, encouragement and appropriate challenge, every pupil is supported to succeed. Mathematics at St John XXIII equips children not only for the next stage of education, but for life — enabling them to think critically, act responsibly and approach challenges with perseverance and ambition.
Through Mathematics, our pupils will:
- Communicate with confidence and clarity, using precise mathematical language to explain and justify their reasoning.
- Journey as resilient learners, embracing challenge and understanding that mistakes are part of growth.
- Recognise their God-given dignity and potential, knowing that everyone can achieve and succeed in mathematics.
- Step forward with ambition and purpose, applying their skills to real-life contexts and future learning.
Implementation
Teachers’ pedagogical knowledge of Maths is of a high standard in St John XXIII Catholic Primary School. Teachers strive for consistent levels of attainment in maths across the school. Teachers use their knowledge of content from previous year groups to build on the skills necessary to succeed in Maths. Teachers and TAs have solid knowledge and understanding of mathematics concepts, and use this in order to ensure that the children receive high quality instruction and support.
The maths curriculum, implemented through the White Rose Maths scheme of learning, is designed and delivered so that children can transfer key knowledge and build on what they have already learned from previous year groups. Teachers understand the importance of connecting new knowledge and existing knowledge. In keeping with the school mission statement of striving for excellence, it is the intent that all children can achieve and be successful in mathematics. In St John XXIII, we endeavour to develop fluency, reasoning and problem-solving skills in mathematics. This is facilitated through the use of the concrete, pictorial, abstract (CPA) approach and small steps towards mastery that is encouraged through White Rose Maths. This ensures coherency and consistency throughout Years 1-6. We enrich the curriculum by inviting visitors into the school and also arranging numerous external visits.
Individual Education Plans are devised, where appropriate, to ensure the curriculum is adapted to meet the specific needs of learners. The school will go to any length to meet the needs of individual pupils. Themed weeks e.g. Maths Week, Barvember, Number Day are designed to promote skills and excitement towards learning, as well as encouraging cross-curricular learning.
White Rose Maths
To facilitate a mastery approach to Maths, we follow the White Rose Maths scheme. Multiple representations for all! Objects, pictures, words, numbers and symbols are everywhere. The mastery approach incorporates all of these to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding. Together, these elements help cement knowledge so pupils truly understand what they’ve learnt. All pupils, when introduced to a key new concept, should have the opportunity to build competency in this topic by taking this approach. Pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols. By following a concrete, pictorial and abstract approach, children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing. Through pictorial representations, children then build on this concrete approach, which can then be used to reason and solve problems. Abstract concepts follow, with the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence. Students are constantly exposed and immersed in developing their vocabulary acquisition. This key mathematical language, increases student’s knowledge and understanding of not only the specific matter they are currently studying, but of the world they live in.
Impact
At St John XXIII, our Maths curriculum is broad and well-balanced. The Maths curriculum builds on prior knowledge and skills gained in previous year groups. Children are encouraged and supported to access Maths learning at a level appropriate to their needs arising from race, gender, ability or disability. This begins on entry to Nursery or Reception.
Learning is carefully sequenced to ensure children work steadily towards the outcomes of the National Curriculum.
We value a Maths curriculum that is creative and engaging. All children have access to this curriculum and to make progress in lessons.
Our children need to develop the necessary skills to make them “deep thinkers” acquiring maths skills that can be recalled quickly and transferred and applied in different contexts.
They need to be able to make rich connections across the areas of maths and use their knowledge in other subjects. Maths is the foundation for understanding the world and we want our children to know the purpose behind their learning and to apply their knowledge to their everyday lives.
Our curriculum is carefully differentiated and provides excellent skills-based challenges, therefore addressing the needs of our children with SEND as well as those who are more able.
A range of inclusion strategies, as listed on the school’s inclusion planning key, are embedded in practice and teachers are aware of the special educational needs of the children in their classes, as well as those who are on Pupil Premium and who have English as an additional language.
As a result of high quality maths teaching, children make good progress from their starting points. The vast majority are ready for the next stage in their education as they transfer through Early Years, Key Stage 1 and into Key Stage 2. Many children accelerate progress during these years from baseline below ARE to exceeding national expectations in Maths.
We firmly believe that a solid understanding in Maths opens many doors for children and creates further opportunities for them as they progress through life, and so high-quality Maths teaching is of top priority for us in this school.
In Class Feedback
We understand that feedback in linked to progress and has to be timely to make an impact. To ensure immediate feedback for pupils, they have opportunities to self-mark and peer mark in addition to the teacher marking. In-class feedback is used throughout the lesson in so that children understand what they are doing well, as well as addressing the next steps in children’s learning.
Corrective Teaching/Summative Assessment
When a pupil has not met the learning objective there is timely support so they are able to continue on the learning journey with their peers. Teachers adapt their planning for the next lesson to ensure there is time to address these misconceptions. It may be addressed in the next lesson, by a Teaching Assistant, in small groups in the lesson or at Booster Clubs. The misconceptions may also be addressed through in class marking, conferencing, and verbal feedback or with the use of mini plenaries. Gaps in Star Maths and PUMA assessments are addressed with teachers and addressed accordingly in planning and teaching.
Pre Teaching/Pre Assessment
All teachers must be aware of the pupil’s prior attainment. Through our Pre Learning Assessments (PIRA, PUMA and White Rose Maths tests) we aim to pre-empt the difficulties for some pupils. We analyse the information and plan the learning according to individual needs and cohorts. The Pre Learning Assessments provide the starting points for learning. Where possible, the Teaching Assistants support teachers and complete pre-learning activities or activities in lessons will be tailored to address the learning gap. This might be re visiting procedures involving the four operations, key vocabulary to do with the Maths topic or basic skills needed to access the age related objective.
Teaching Assistants and Interventions
When we identify need, the Teaching Assistants deliver short, focused, interventions in Maths. These are either 1:1 or small groups. The interventions are repeated over a week, either, daily or a specified number of times per week. The interventions are specific to the need and they are given until the misconceptions are addressed or the gap in learning is reduced.
Same day interventions are also used to pick up on misconceptions from the current days teaching and learning.
Partnership
Teachers engage parents through September welcome meetings. Fortnightly newsletters and Parent Consultation Days ensure an effective partnership to ensure children meet their age related expectations.
Moderation
Maths is moderated internally to ensure we make robust judgements, particularly on transfer between key stages. Teachers also take part in external moderation at a Local Authority and Deanery level. Every term, teachers meet to moderate Maths and ensure that teacher assessments are accurate.
Formal Assessment Cycle
- KS1/KS2 SAT’s in May
- SONAR is used termly to track attainment and progress against the subject specific learning objectives. This is in Reading, Writing, Maths, Science and RE. This is then analysed in pupil progress meetings and new targets planned accordingly.
- Foundation Subjects are assessed in groups of children meeting the expected standard, working below/above the expected standard. This will be based upon ‘low risk quizzes’ and with use of the Knowledge Organisers.
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