Vision Statement

At Rufford Primary School, we have adopted a mastery approach to the teaching and learning in mathematics. Mastery involves how and why the mathematics works; it means being able to use mathematical knowledge in new and unfamiliar situations. To support children in achieving this, we use the White Rose Primary Scheme of Learning; this is used to both support and challenge the children’s understanding, in line with the high expectations of the National Curriculum. We believe that together, both staff and children are building a whole new culture of deeper understanding, confidence and competence in maths – a culture that produces strong, secure learning and real progress: everyone can do maths!

We expect most children to move through this programme of study at broadly the same pace. The teaching staff will make decisions about when to progress based on the security of the children’s understanding and their readiness to move on to the next stage in learning. We expect all children to master, at their own level of understanding and pace, fluency, reasoning and problem solving; children who grasp concepts rapidly will progress to reasoning and problem solving sooner, whereas those children who are not sufficiently fluent yet will consolidate their understanding through additional practice and support before progressing further.

Aims

By implementing the current legal requirements of the Early Years Foundation Stage (EYFS) and the National Curriculum (NC), we aim for our children to embed the characteristics of mathematicians, these are to have:

 

an understanding of the important concepts and an ability to make connections within mathematics.

  • a broad range of skills in using and applying mathematics.
  • fluent knowledge and recall of number facts and the number system.
  • the ability to show initiative in solving problems in a wide range of contexts, including the new or unusual.
  • the ability to think independently and to persevere when faced with challenges, showing a confidence of success.
  • the ability to embrace the value of learning from mistakes and false starts.
  • the ability to reason, generalise and make sense of solutions.
  • fluency in performing written and mental calculations and mathematical techniques.
  • a wide range of mathematical vocabulary.
  • a commitment to and passion for the subject.
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