What is our philosophy? (Curriculum intent)
When teaching mathematics at Scargill, we intend to provide a curriculum which caters for the needs of all individuals and sets them up with the necessary skills and knowledge for them to become successful in not just in school but in their future working lives. We are embedding a mastery approach throughout school from EYFS, so that the teaching and learning is consistent and will support all pupils with their understanding and retention. Pupils are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings. A wide range of mathematical resources are used and pupils are taught to show their workings in a concrete, pictorial and abstract form wherever suitable. They are taught to explain their choice of methods and develop their mathematical reasoning skills. We encourage resilience and acceptance that struggle is often a necessary step in learning. Our curriculum allows children to better make sense of the world around them relating the pattern between mathematics and everyday life.
How do we teach Maths? (Curriculum implementation)

At Scargill, we deliver a clear and comprehensive scheme of work in line with the National Curriculum through Power Maths.

Teachers reinforce an expectation that all children are capable of achieving high standards in Mathematics. The large majority of children progress through the curriculum content at the same pace. Differentiation is achieved by emphasising deep knowledge and through individual support and same day (wherever possible) intervention   To ensure whole school consistency and progression, the school uses the DfE approved ‘Power Maths’ scheme which is fully aligned with the White Rose Maths scheme.  New concepts are shared within the context of an initial problem, which children are able to discuss in partners. This initial problem-solving activity prompts discussion and reasoning, as well as promoting an awareness of maths in relatable real-life contexts that link to other areas of learning. Children are encouraged to solve problems each day through the use of concrete resources, pictorial representations and abstract thinking (the C-P-A approach). This helps children tackle concepts in a tangible and more comfortable way.   Teachers use careful questions to draw out children’s discussions and their reasoning. The class teacher then leads children through strategies for solving the problem, including those already discussed. Children then progress to their independent work, where each question varies one small element to move children on in their thinking. Children complete intelligent practice independently, ending in a ‘Reflect’ section where children reveal the depth of their understanding before moving on to more complex related problems. Concrete resources are frequently used to complement this part of the lesson.  Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. Each lesson phase provides the means to achieve greater depth, with children who are quick to grasp new content being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within the lesson as appropriate.   

What is the outcome? (Curriculum impact)

At Scargill, we have the following aims for our Maths curriculum

  • Children are happy learners who talk enthusiastically about their learning and eager to further their progress in maths 
  • The impact of ‘mastery’ and the emphasis on accurate use of mathematical language is evident during class/pupil discussions 
  • Children’s fluency in number is evident in our proven track record of high success in arithmetic 
  • More consistent teaching practices that are well-known to be more effective for pupil progress long term, evident across school
  • Cross-school moderation highlights the high level of challenge for all ability groups, evident throughout topics through reasoning and problem-solving activities  
Curriculum Progression and Year Group Endpoints

Due to the nature of the Power Maths scheme, the year group endpoints & curriculum progression documents are combined together for each year group as per the documents below.
Pupil Voice
"I like working in our Maths books.  I like purple penning and getting things right.  My partner helps me work things out, she’s the best!" 
"I like solving problems.  I like it super hard because it’s a challenge."
"I like figuring things out and thinking “Oh I know that!”
"I like fractions, solving problems and times tables, they’re fun."
"I like times tables because it makes the maths easier and helps my brain."
"I like it when It takes a long time to work something out then I get it.  It makes me feel good."
"I like how I can learn lots of different things.  I like practising times tables so I can get better."
Knowledge Organisers

The key knowledge for each year group is summarised below: