Intent Implementation Impact

Intent – What are we trying to achieve?

At Black Combe Junior School our children are confident, competent and independent mathematicians with a can do attitude. We achieve this by building a deep conceptual understanding of maths and its interrelated content so that children can apply their learning in different situations. The children develop their ability to articulate, discuss and explain their reasoning and understanding using appropriate mathematical vocabulary. They see mistakes as learning tools, there is an emphasis placed upon developing the power to ‘think’ rather than just the ‘do’. The children are resilient and inquisitive learners and develop the skills needed to become life-long mathematicians.

Implementation – How is our vision translated into practice?

We deliver an ambitious and engaging mathematics curriculum, taught by highly-enthusiastic staff, which sparks curiosity and excitement and which nurtures confidence in maths; building upon prior knowledge and skills to deepen understanding.

The implementation of an outstanding Maths curriculum involves effective teaching strategies, high-quality resources, and ongoing assessment to support pupil progress and attainment. Teachers are skilled in delivering engaging Maths lessons that cater to the needs of all learners, providing appropriate challenge and support where necessary and children know that making mistakes is an important element of learning.

We plan a coherent learning journey through the national curriculum where each year group follows small, cumulative steps that build a solid foundation of deep conceptual understanding. To do this we use a mastery approach following White Rose Maths, a nationally recognised scheme. All children are expected to be exposed to age related expectations and staff allow the time to address gaps or misconceptions children may have. Staff understand what age-related expectations and mastering looks like for each objective.

High quality resources enable children to make connections and understand the structure of maths. Using concrete resources enables teachers to present varied representations.

Mathematical fluency is practised daily.

Teachers use precise questioning to develop conceptual and procedural knowledge. Children’s precise use of mathematical vocabulary supports their mathematical thinking.

Children’s attainment and progress is monitored by teachers, the subject leader and the Headteacher. If progress is not made, intervention is provided. Interventions take many forms, these can be whole class, small group or individually based and may occur as a planned lesson, same day intervention or as part of a structured programme. Regular and ongoing formative assessment informs teaching, as well as intervention, to support and enable the success of each child. Summative assessments take place at the end of a unit and termly and planning is adjusted accordingly.

Impact – What is the impact of our curriculum? 

Characteristics of Impact:

1. High Attainment and Progress: The children achieve well in maths, making good progress from their starting points and demonstrating secure understanding of key concepts.
2. Positive Attitudes towards maths: The children demonstrate a positive attitude towards maths, showing confidence in their abilities, and being able to articulate their thinking and reasoning.
3. Problem-Solving Skills: The children demonstrate strong problem-solving skills, applying their mathematical knowledge to solve complex problems and explain their reasoning.
4. Parental Engagement: Effective communication with parents and carers about their child's progress in maths, encouraging support at home and promoting a culture of lifelong learning in mathematics.

The multiplication tables check (MTC) is statutory for all year 4 pupils. The purpose of the MTC is to determine whether pupils can recall their times tables fluently, which is essential for future success in mathematics. It will help schools to identify pupils who have not yet mastered their times tables, so that additional support can be provided.

As a result of this, at Black Combe School we track pupil's times table progress through the use of targeted steps.

Bronze award = fluent in 2, 5 and 10 

Silver award = fluent in 2, 5, 10, 3, 4 and 8

Gold award = fluent in 2, 5, 10, 3, 4, 8, 6 and 9

Platinum award = fluent in 2, 5, 10, 3, 4, 8, 6, 9 and 7 

Diamond award = fluent in 2, 5, 10, 3, 4, 8, 6, 9, 7, 11 and 12

Below you will find some useful links which provides you with a bit more information on the Year 4 Multiplication Check and some helpful websites to help your child practise and learn their times tables!

Whole School Maths Day! SHAPE

At the end of Autumn 1, each class took part in a whole school maths day. Our focus this time was SHAPE. Each teacher had their maths class for the whole day, where they explored many different areas from the shape aspect of the curriculum. The children completed lots of fantastic work and the teachers and children all thoroughly enjoyed learning all about shape!

Whole School Maths Day 2! Easter

At the end of Spring 2, we completed our 2nd Maths morning, this time, with an Easter theme!

Every class did the same activities linked to their learning in maths.

Task 1 was a maths treasure hunt.

Task 2 was an even bunnies  challenge.

Task 3 White Rose Spring reasoning questions (these were tricky!)

Task 4 Symmetrical egg drawing competition.

A maths ambassador worked in each class around school to support teachers with their classes activities.