Numbers are life; they’re not just symbols on paper.
Shakantala Devi - world-renowned mathematician
Reserve your right to think, for even to think wrongly is better than to not think at all.
Hypatia of Alexandria - philosopher, astronomer, and mathematician 355 - 415 AD
At Ursuline Catholic Primary, we ensure that all of our pupils become fluent in the fundamentals of mathematics, are able to reason mathematically and can solve problems by applying their knowledge in a range of contexts.
We want all children to enjoy mathematics and to develop a deep and sustained conceptual understanding so that they can experience success in the subject.
We aim for pupils to achieve mastery of mathematics by acquiring a deep, long-term, secure and adaptable understanding of the subject.
Children will be appropriately challenged and supported through varied fluency, reasoning and problem solving. Irrespective of personal starting points.
We are dedicated to enabling children to recognise the importance of mathematics in the wider world so that they are able to use their mathematical skills and knowledge confidently in a variety of situations in their lives.
At Ursuline Catholic Primary, we give each pupil a chance to BELIEVE in themselves as mathematicians and develop the power of resilience and perseverance when faced with mathematical challenges.
Over time, children will become resilient learners who are able to accept that to struggle is a necessary step in their learning.
Whilst at Ursuline Catholic Primary, children will have access to a high quality maths curriculum that is both challenging and enjoyable. They will experience high quality teaching that responds to the needs of children.
The calculation policy is used within school to ensure a consistent approach to teaching the four operations over time.
Reasoning and Problem Solving in maths remains one of our key focuses.
Investigative tasks are designed to allow pupils to follow lines of enquiry and develop their own ideas, justifying and proving their answers. Children work both collaboratively and independently solving problems, which require them to persevere and develop resilience.
Children, who have shown their understanding at a deep level within the unit, will have opportunities to apply these skills in a GREATER DEPTH activity. This should be challenging and ensure that children are using more than just one skill to be able to answer the mathematical problems.
Children with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support as necessary. For those children who are working outside of the year group curriculum, individual learning activities are provided to ensure their progress.
Children of all abilities and backgrounds achieve well in mathematics. This is reflected in progress that reveals a clear, well sequenced learning journey that includes the three aims of the curriculum:
Confident children making expected or accelerated progress across the school. Children, who are resilient, fluent mathematicians, armed with the flexibility and fluidity to move between different contexts and representations of maths.
Children, who have been given opportunity to develop the ability to recognise relationships and make connections in maths lessons.
Children, who are able to demonstrate a quick recall of facts and procedures including the recollection of the times tables, showing confidence in believing that they will achieve. Children who show a high level of pride in the presentation and understanding of the work.