The impact of our maths curriculum at The Ridge Primary School is that our children talk enthusiastically about maths and can articulate what they have learned or what they are currently learning in maths using mathematical vocabulary. Ridge mathematicians understand that they can learn from their mistakes and are increasingly resilient when tackling more complex problems.

The quality and impact of our mathematics curriculum is monitored through targeted learning walks, book scrutiny and pupil interviews. In addition to this, we capture teacher voice to identify their perception of mathematics and identify CPD needs.

Evidence in Knowledge:

Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations. Children demonstrate a quick recall of facts and procedures, including quick recall of multiplication tables and number bonds.

Evidence in Skills:

Children use acquired vocabulary in maths lessons. They have the skills to use methods independently and show resilience when tackling problems and can demonstrate flexibility and fluidity to move between different contexts and representations of maths.

The impact of our maths curriculum will be assessed through:

Outcomes:

We expect children to have successfully worked through the scheme of learning and achieved age related expectations or greater depth by the end of each academic year.

We expect the majority of children to pass statutory assessments in EYFS (achieving ELGs), KS1 (year 2 SATs), Y4 (timestables check) and KS2 (year 6 SATs)

Formative Assessment:

Teachers carry out formative assessment through AfL in each session and feedback is given to children verbally, through self/peer assessment and through shared marking. Teachers then use this assessment to influence their planning. Children are rapidly identified as needing further challenge or additional support, and we ensure that this is provided in a timely manner.

Summative Assessments:

Children complete half termly assessments to reliably track children’s progress against age related expectations at the end of a unit of work. We use results from Power Maths assessments alongside NFER tests or past SATs papers to inform and prioritise next steps in

learning. Data is analysed by teachers and senior leaders to assess learning and progress throughout the year.