Maths
Maths at Singleton Church of England School
At Singleton School, our mathematics curriculum is designed to be rich, balanced, and progressive. We aim to develop students’ ability to reason, solve problems, and achieve a fluent conceptual understanding in all areas of mathematics. Our curriculum helps students make sense of the world by connecting mathematical concepts to everyday life.
Our vision is supported by comprehensive policies, resources, and schemes that integrate mathematics across various curriculum areas. The structure of our mathematics curriculum ensures clear progression aligned with age-related expectations. By teaching content in blocks, students can explore skills and knowledge in depth, gaining a secure understanding of each subject matter. Key knowledge and skills are revisited regularly to reinforce learning.
We employ a concrete, pictorial, abstract approach to provide students with a clear framework for developing a deep understanding of mathematical concepts. Our goal is to make mathematics a high-profile subject that students approach with a positive, ‘can-do’ attitude.
As a small school with mixed-age classes, we have developed our own scheme based on the National Strategy planning and White Rose Maths. Our ambitious curriculum is designed for all pupils, coherently planned and sequenced to build the necessary knowledge and skills for their future. This empowers students to become informed and active citizens in the 21st century. Our curriculum emphasizes not only mathematical knowledge but also essential skills and concepts, maintaining high academic ambitions for all pupils. Every student starts from a shared point to address the same key questions.
Please click here for a more in-depth explanation of our maths curriculum
Progression of Skills
Progression of knowledge and skills from EYFS to year 6. To support with effective teaching and learning we have produced ‘Progression’ within Key Knowledge and Skills grids. Please click below for further information
Key Assessment Opportunities – EYFS to Year 6
- Linking to our Block planning we have developed Key Assessment Opportunities in the form of tasks / questions. These are linked directly to the National Curriculum and cross referenced with the KLIPS
- They have been developed using the DfE Mathematics guidance Key Stages 1 and 2 June 2020 document supplemented by Test base. Please click the link below for further details
The Department for Education (DfE) provides clear guidance and support on the criteria for determining when a child is ‘ready to progress.’
- Reducing Teacher Workload: To ease the burden on teachers, we have developed Key Assessments. These assessments consist of a variety of questions and tasks aligned with the National Curriculum and the Key Learning Indicators of Performance (KLIPs) for each teaching block. Teachers can select from a wealth of questions or use the entire set at their discretion. Our spiral approach to learning means that Key Assessment questions may reappear in different blocks throughout the year.
- Flexible Use of Key Assessments: Teachers have the flexibility to use these Key Assessments in any manner they prefer—whether formally or informally (e.g., as a quiz), at the end of a block, or integrated into lessons throughout the block.
- Evidence in Children’s Books: Key Assessment Opportunities will be documented in the children’s books, providing clear evidence of their learning progress.
- Meeting Age-Related Expectations: The questions in these booklets are designed to indicate whether a child is meeting Age-Related Expectations, in line with the DfE’s age-related assessment guidance.
- Guidance for Staff: The DfE guidance also provides information for staff on the conceptual prerequisites that need to be revisited if a child has not met the expectations, as well as the future applications if the child easily meets the expectations.
- Varied Fluency and Reasoning: The questions are crafted to promote both varied fluency and reasoning skills.
- Informing Future Teaching: With our spiral approach to numeracy, staff use the outcomes of these assessments to inform future teaching and learning. These outcomes also contribute to future planning.
Key Assessment examples
Calculations Policy Overview
At Singleton School, we believe that mathematics is a creative and interconnected discipline essential to everyday life. Our Calculations Policy, aligned with the 2014 National Curriculum for Mathematics, ensures consistency and progression in teaching age-appropriate calculation methods throughout the school.
Intent Our goal is to foster a deep, conceptual understanding of mathematics in our students, enabling them to build on their knowledge over time. We aim to:
- Develop a positive attitude towards mathematics.
- Provide a high-quality, challenging, and enjoyable maths curriculum.
- Encourage confident risk-taking and fluent mathematical expression.
- Equip students with essential mathematical skills and knowledge for mental and written calculations.
Implementation Our scheme of work is designed for non-specialists, with detailed unit plans that build on core mathematical knowledge. The policy emphasizes the Concrete-Pictorial-Abstract (CPA) approach, ensuring students progress from hands-on experiences to abstract reasoning. Teachers support students in using pictures, symbols, and jottings to aid mental strategies and written methods.
Impact Students will leave Singleton School with:
- Quick recall of facts and procedures.
- Flexibility to move between different mathematical contexts.
- Confidence in their mathematical abilities.
- A positive and inquisitive attitude towards mathematics.
Our policy ensures that students master mathematical concepts, using correct vocabulary and making informed choices about the most efficient methods for solving problems. Regular assessments and tracking help us maintain high standards and support each child’s mathematical journey.
Please click here to see the full version of the Calculations policy