Maths

Mathematics at Sir Francis Hill 

Our Intent

At Sir Francis Hill Primary School, our commitment to developing mathematical independence is at the heart of our educational philosophy. We envision our pupils not only mastering mathematical concepts but also developing the skills and mindset to actively participate and contribute to society. Our aim is to instill a deep understanding of mathematical principles, encouraging our pupils to embody the school values which include resilience, cooperation, reflection, and excellence in their mathematical journey.

Embracing a mastery approach to teaching and learning mathematics, we strive to empower our pupils with the ability to reason, generalise, and make meaningful connections. In addition to learning key mathematical facts, we aspire for pupils to be able to foster a genuine comprehension that enables them to navigate and apply mathematical concepts in diverse situations.

We firmly believe in the value of automaticity when considering number facts or solving calculations, and therefore endeavour to ensure that pupils leave Sir Francis Hill with an ability to quickly recall key mathematical information.

Our pupils will show initiative when confronted with mathematical challenges, showcasing their problem-solving skills and demonstrating the real-world applications of mathematical knowledge. We are dedicated to nurturing independent thinkers who persevere in the face of difficulties, ensuring that they not only overcome obstacles but also emerge as resilient problem solvers.

In our mathematics curriculum, we encourage pupils to explore the subject in depth, allowing them to delve into the intricacies of mathematical concepts. This is done by following a ‘small steps’ strategy to teaching and learning. Regardless of pupils’ individual starting points, we aim to create an inclusive environment where all pupils feel empowered to use a wide range of mathematical vocabulary to reason and explain their solutions

Our vision for mathematics education at Sir Francis Hill Primary School goes beyond achieving academic proficiency. We strive to equip our pupils with the skills, mindset, and knowledge necessary to excel in mathematics and, more importantly, to become active and responsible contributors to a society that increasingly relies on mathematical literacy. We aim to create lifelong mathematicians who have a significant passion for the subject and a desire to continue their learning beyond their time at our school.

Implementation 

We follow a mastery based curriculum at Sir Francis Hill in order to ensure that pupils have a deep understanding of the subject. In the Early Years Foundation Stage, we adhere to the NCETM’s Mastering Number programme. Pupil learning is then further supported by being able to access high-quality continuous provision. The Mastering Number programme is also used throughout Key Stage One in order to support understanding of number, building automaticity of key facts along the way. This is further built upon in later years through a commitment to building a rapid and accurate recollection of multiplication and division facts, which is something we aim for every pupil, regardless of perceived mathematical ability, to have. We also regularly provide opportunities to assess and develop arithmetical understanding through the use of a Fluent in Five approach across Key Stage Two.

Maths lessons in Years 1 to 6 are planned and delivered in accordance with White Rose Maths, small steps progression, which is underpinned by the concrete, pictorial and abstract (CPA) approach.  Classrooms have a range of mathematical resources which are readily available for the children.  These include, but are not limited to, Numicon, Base 10, place value counters, number lines and hundred squares. 

At Sir Francis Hill, every child has the right to achieve high expectations. Our firm belief is that the majority of our students can grasp mathematical concepts for their respective year levels. The ability to succeed should be achievable for all pupils. Children, other than those with a clearly identified and significant learning needs are given the opportunity to access each lesson, regardless of previous attainment. Teachers and teaching assistants scaffold learning to close gaps where they exist. Interventions frequently take place and are designed by teachers to meet the needs of pupils. Children with the potential to be working at a greater depth of understanding for the subject are provided with additional challenges which give them opportunities to further apply and practice their skills.

We provide regular opportunities for all pupils to apply mathematical concepts through problem-solving and reasoning in diverse contexts. Children are encouraged to express their thoughts in a variety of ways and are often provided with opportunities to collaborate with their peers.

As a school, we are committed to ensuring that we maintain an awareness of relevant and current developments in the subject of mathematics. We are proud to be a member of the East Midlands East Maths Hub, which provides opportunities for valuable continued professional development for staff members.  

We encourage the use of carefully selected online learning platforms (Times Tables Rock Stars and NumBots) to increase fluency, speed and accuracy and to improve confidence. Up-to-date information relating to these learning platforms is displayed prominently in the school and regularly updated for pupils to see the progress and effort that they and their peers have made.

Impact 

Our commitment to developing the automaticity of multiplication facts ensured that our pupils considerably outperformed national averages in the Year 4 Multiplication Tables Check (MTC) last year. 69% of pupils at Sir Francis Hill achieved full marks on this test, compared to 29% of pupils nationally. We are currently on track for this year’s cohort of Year 4 children to achieve similar results.

Since its implementation at the school, the Mastering Number programme also appears to have had a positive impact on pupil performance data. Our 2022/23 Reception cohort exceeded national averages for pupils achieving a Good Level of Development in number and numerical patterns. The school also outperformed national data in terms of pupils working in line with, and above, age related expectations at the end of Key Stage One. This was a significant improvement on the previous year’s data.

We are determined to build upon these successes and to ensure that Key Stage Two data improves. Formative assessments are in place across the school to help teachers identify gaps in pupil knowledge, and work is being done to address these areas.