"Pupils are proud of their school. They respect their teachers and appreciate that they help them to achieve their best. They feel very safe because they know that adults listen to them and care about them. OFSTED 2020"

Learning

Maths

At West Haddon we believe that maths is essential to everyday life and necessary for financial literacy and most forms of employment. A high-quality mathematics education provides a platform for understanding the world, the ability to reason mathematically and a sense of enjoyment and curiosity about the subject.

 Our mathematics curriculum is designed to support the key aspects of our school vision: to ‘ensure that every child leaves our school with an outstanding education’ and to ensure children are able to ‘contribute positively to society’. This recognises how essential mathematics is to everyday life; its links and application in a range of real-life situations and subjects; and the importance of mathematical knowledge, skills and understanding for financial literacy and future employment. Our curriculum also promotes the sense of enjoyment and curiosity that is created by engaging fully with the subject.

The mathematics curriculum follows the 2014 National Curriculum for Mathematics and is designed to ensure that:

  • children become fluent in the fundamentals of mathematics;
  • children develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately;
  • children reason mathematically and use mathematical language;
  • children solve problems routine and non-routine problems;
  • children persevere in seeking solutions.

This is achieved through arithmetic lessons that focus on developing fluency in key mathematical skills such as addition, subtraction, multiplication and division, and in reasoning lessons where children apply these key skills in a range of real life situations and problems.

It is intended that the majority of children will move through the mathematics curriculum (as defined by the programmes of study) at broadly the same pace. Children who grasp concepts rapidly will be challenged through being offered breadth and depth in their curriculum. Children who are not sufficiently fluent, either through a lack of experience or a recognised need, will have adaptations to the curriculum to meet their needs.