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It is a lovely school with a welcoming feel and a positive atmosphere. Much more visible leadership team. A feeling of pride in the school. As parents we feel really proud that our son comes to such a great school, which we knew was fabulous whether OFSTED told us or not! The trips that Mrs Glover & Mrs Sear have been putting together are a fantastic idea and hope they continue. I am extremely happy with Daniel's progress since starting at the Pre-School. He seems to have made a lovely group of friends and enjoys coming in every day. I can't wait to see him progress further. Senior & middle leaders know the strengths of their staff & deploy them accordingly. More tailored support for different groups of learners has been a really big & positive change. Thank you! The Headteacher has a clear vision for the school & her ambition for it to continue to make improvements is shared by her senior team & staff.

Cliftonville Maths

Mathematics Curriculum

 

At Cliftonville Primary School, we create an exciting learning environment in which children can confidently learn and achieve. We value both independent and collaborative learning. Our maths curriculum is designed to spark creativity, centred around mathematical problems, enabling a curiosity for maths and igniting passion for the subject.

 

The aims of the national curriculum for mathematics are to ensure that all pupils:

 

·         become fluent in the fundamentals of mathematics, including through varied and frequent practise with increasingly complex problems, so that the pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

·         reason mathematically by following a line of enquiry, predicting and testing relationships and generalisations, and developing an argument, justification or proof using mathematical language.

·         can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. 

One focus for our work will be the teaching of skills, methods and facts to enable pupils to solve problems. The children will be required to learn number facts with quick re-call, so that when learning new methods they can concentrate on the process. The number facts they need e.g. times tables should not hinder their development. The children will be given time to practise skills so they become fluent in calculation methods and other mathematical skills e.g. using a protractor. However our focus will be on enabling children to use these skills to solve problems, as we feel there are limited reasons for children knowing how to do something if they do not understand when it is appropriate to use it. The expectation will be that children can explain their mathematical thinking; maths lessons should not always be quiet lessons, but interactive and fun, with children engaged in tasks, sharing ideas and solving problems.

While paying close attention to the whole mathematics curriculum, the priority in the classroom will be number work, taking up about 75% of the time. However the children will also cover work on shape, data handling and measures. We will use a variety of resources to teach maths, and make as many lessons as we can practical. Children will have access to number lines and hundred squares, as well as counting apparatus and place value equipment.

Progress will be tracked using the key objectives grids and assessed formally at the end of each seasonal term using  PUMA  (progress in understanding maths assessment). Data will be collected on SIMs and pupil progress discussions will happened termly during PPIs.

We cover the curriculum at a pace that ensures that deep mathematical understanding of concepts is enabled. Our expectation is that the majority of children will move through the curriculum at the same pace. Decisions about when to progress will be based on the understanding the children have demonstrated and their readiness to progress to the next part of learning. Children that grasp ideas and concepts at a quicker pace will be challenged appropriately, through variation and problems. Those children that are not fluent with learning taught in a particular lesson, will consolidate their learning through additional practise and support in our daily interventions.  

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