Maths

Intent

At Stanley Park Junior school, we want our pupils to become proficient mathematicians who have a broad understanding of what maths is, can confidently apply their knowledge and skills, have a sense of its everyday purpose and believe in their own capabilities.

Our Mathematics curriculum is guided by the programmes of study set out in the 2014 National Curriculum.

We aim for our pupils to be given varied and regular opportunities to practise key skills and procedures so that they can become fluently numerate to the best of their ability. This includes constant reinforcement of times tables, place value, basic number facts and mental and written methods for the four rules.

We also strive to provide them with regular and increasingly complex problems and reasoning opportunities so that they become confident applying their knowledge and understanding to a range of mathematical challenges and across the curriculum.

We want our pupils to spend time reflecting on, analysing and evaluating their learning, to enable them to find better methods, alternative strategies and approach open-ended tasks. We want them to ask questions, learn from each other, think creatively and desire to understand more.

We recognise and promote mathematics as relevant, enjoyable and valuable. We want our pupils to be curious learners who develop a love of maths.

We aim to limit anxiety, prepare our pupils for high school and support them as life-long learners, by ensuring all pupils are suitably challenged. We believe teaching and learning should has a desirable level of difficulty so that pupils feel a sense of achievement, but also develop resilience: recognising that misconceptions and questions can aid their understanding. We want our pupils to develop a Sense of Pride in themselves as they develop the skills and knowledge needed to become capable mathematicians.

We see the advantages of giving children time to learn practically and collaboratively. We recognise the importance of children engaging in their learning and believe reasoning skills are best-developed when children are given time to communicate their ideas, methods and understanding.

Implementation (Teaching and Learning)

Every child has a mathematics lesson of at least one hour each day which usually includes opportunities to:

Practise, review or reflect on previous learning (including responding to feedback);
Teacher-model new content;
Practise new procedures and develop new knowledge;
Apply what has been taught;
Reason and Discuss.

A range of teaching styles are used to ensure all pupils can access the curriculum fully. Approaches are relevant to the objective being taught, the abilities and experience of those learning and where the children are on their learning journey (i.e. what has been recently taught or will be taught next).

We promote learning across the ten strands of the 2014 curriculum:

Number and place value;
Addition and subtraction;
Multiplication and division;
Fractions (including decimals and percentages);
Ratio and proportion;
Measurement;
Geometry – position and direction;
Geometry – properties of shape;
Statistics;
Algebra (Year 6 only)

Children are given opportunities to use physical resources and complete practical task, work both independently and collaboratively, record their understanding in different ways, and learn from their mistakes. Understanding is developed through clear modelling, careful questioning and structured discussion.

To ensure that we meet the needs of all learners, mathematics is structured throughout the school so that children are given time to master the key skills of mathematics – fluency, reasoning and problem solving. In most year groups, ability sets are used. Some children are extended further through work in classes where their mathematical understanding and deeper thinking skills are challenged at pace, whilst other children are given the opportunity to work at a slower pace and concentrate more on ensuring fundamental knowledge is secure. All children are encouraged to apply their knowledge and skills to problems and reasoning questions with an appropriate level of challenge. Every child is sensitively placed to ensure that they maximise their progress in mathematical development and this selection is fluid and continually reviewed.

We celebrate our achievements at Stanley Park Junior School and encourage learning opportunities beyond the classroom. Every year we have lots of children who participate in the Primary Maths Challenge and the UK Maths Challenge, many of whom gain a Bronze, Silver or Gold medal. We also offer Family Maths Evenings and workshops in which parents are invited into school to learn how maths is taught at our school.

Impact

Pupils at Stanley Park Junior School speak positively about their maths experiences at school. They are able to identify links within the subject and across the curriculum and understand the importance of maths beyond the classroom.

Pupils enjoy their lessons, approach maths with increasing confidence and can see the progress they are making. They ask for help when they need it and are able to identify next steps for themselves.

Pupils feel suitably supported and challenged. They work hard in lessons and are keen to learn new concepts and apply their skills.

Pupils have a sense of pride in their work and what they have achieved.

We are proud of our recent end of Key Stage data which shows that 93% of our Y6 pupils were working at Are Related Expectation and 58% of our Y6 pupils were working at Greater Depth (2024 data)

Below are several key documents to help you support your child’s mathematical journey at Stanley Park Junior School.

Subject Leaders: Richard Sewell and Sally Barney

If you would like more information about how this subject is taught, please contact the subject leaders by emailing the school office at office@spjs.org

Maths