Swaffham Prior C of E Primary School

Keep Growing

It has been announced that phased school returns could happen from 1st June (after half term) at the earliest. The Prime Minister has said this will be done in stages, beginning with Reception, Year 1 and Year 6. Working with DEMAT, and in accordance with Government Guidance, we have produced our risk assessment. If you would like to view this, please visit the Coronavirus page on our website.


 Our Intent
• Equip all pupils with the fundamental skills to solve a range of problems through fluency with numbers and mathematical reasoning. 
• Actively teach mental calculation strategies and the application of maths concepts to real situations. 
• Develop the children’s mathematical thinking while fostering their confidence and enjoyment of using and applying maths. 
• Develop resilience that enables all children to reason and problem solve with increased confidence.
At Swaffham Prior CofE Primary School, we follow the Mathematics Mastery approach to teaching maths. Our mathematics curriculum broadly follows the White Rose Maths planning scheme. We have created our school calculation policy building new learning from prior teaching. Where differences occur between the White Rose plans and the school calculation policy, the school calculation policy is taught.
The schools ongoing engagement with the Cambridge Maths Hub SSIF project continues to ensure that staff at all levels understand the pedagogy of the approach. Through our teaching, and the ethos that all pupils have the potential to attain well in maths, we aim to remove the barriers associated with being classed as low or high ability. Mastery of maths involves pupils being able to understand and use different representations of concepts, and arrange of models and images are used within teaching to support learning. We show it, draw it, explain it, connect it to express and deepen understanding.
• Maths mastery is a whole-school curriculum that creates continuity and progression in the teaching of mathematics from EYFS to year 6.
• Daily maths lessons are pacey and include reasoning and problem solving. 
• Classrooms are resourced with concrete manipulatives that children can use to support and embed their understanding of mathematical concepts. 
• Discreet whole class fluency sessions are taught a minimum of two days a week to develop the ability to recall and apply knowledge rapidly. 
• Teachers and teaching assistants target support, by scaffolding and using manipulatives, to enable all children to achieve at an age-related level wherever possible.
• Each lesson provides the means to achieve greater depth. Rapid graspers are offered rich and sophisticated problems, as well as exploratory, investigative tasks, within the lesson as appropriate. 
• Children are assessed termly.  Each child in year 1-5 will do a termly PUMA test.
Intended Impact
• Well planned sequences of learning support children to develop and refine their maths skills.
• Children are able to independently apply their knowledge 
• Children are reasoning with increased confidence and accuracy.
• Most children reach end of year expectations