TEACH NURTURE CELEBRATE
Our Curriculum aims and design have been developed in line with the needs of St James CE Primary School community, promoting the Christian Values we hold dear. Our curriculum is ambitious and well-planned to ensure all pupils gain ample knowledge and skills to succeed in their next stage of education and life after primary school. The aims are also based heavily on our school vision of Teach, Nurture and Celebrate in order that children should experience ‘Life in all its fullness’ (John 10:10).
All stakeholders were involved in creating the vision and aims, including: pupils, parents, PTFA, and staff members at all levels. The St James Curriculum was chosen and adapted to develop the knowledge, understanding and skills needed to meet Key Stage requirements and allow for smooth transition to the next phase of education.
Children are taught the skills and knowledge needed to be confident mathematicians.
• Within our curriculum, we aim to inspire all pupils through engaging learning experiences
• We aim to nurture passionate, healthy and successful learners by providing a broad, balanced and enquiry-based curriculum
• Instil children with the values, knowledge and skills to enable them to achieve beyond expectations and experience success
• Provide a progressive curriculum where skills and knowledge are developed through quality ongoing assessment.
At St. James Primary School, we believe that children should be empowered to grow as curious mathematicians, with a strong depth of conceptual understanding. Through a fluent and meaningful understanding of mathematics, our children are able to apply their learning across the curriculum and their wider experiences, becoming resilient and practical, investigative mathematicians.
We use the national curriculum and Deepening Understanding mathematics, in conjunction with the NCETM, through which teachers work to support and guide their children through the stages of mathematical development, with a sincere focus on the depth of understanding and application at each stage.
Our children learn to communicate mathematically, developing as confident and articulate learners with a broad range of mathematical vocabulary and the verbal dexterity to explain, examine and evaluate problem-solving approaches. Our in-depth approach to critical thinking and open-ended problem-solving aims to enrich our pupils with an exceptional mathematical foundation, on which our children are able to build successful educational careers and personal growth.
Mathematics at St James Primary School, is planned and sequenced using the small steps linked to White Rose and implemented through the resources of Deepening Understanding which are tailored to our pupil's needs with additional depth provided by the NCETM and bespoke in-school material.
Our curriculum is designed to ensure careful cumulative coverage, with a taught focus on the connectivity of mathematical concepts applied throughout the school year, with precise sequencing of taught knowledge and skills to enable strong progression for all pupils. Our cumulative and in-depth application of the curriculum allows our pupils to develop a more profound depth of understanding and application, as they build on previous learning while engaging with challenging and meaningful tasks.
We believe that our daily arithmetic and number-fact sessions, in addition to our math lessons, promote confident mathematical fluency and this, along with times table knowledge support, is taught, tested and celebrated across all year groups. A range of inter=school competitions run weekly to promote fluency of times table facts.
Through rigorous and consistently high expectations of pupils’ fluency, we ensure that pupils have the number knowledge to access the ambitious range of reasoning and problem solving ingrained in our curriculum.
Throughout St. James Primary School, the most powerful and formative tool to assess and support progress is our teachers’ expert use of assessment for learning. In each mathematics lesson, teachers identify and quickly address misconceptions, enable the forging of connections between concepts, and recognise opportunities for challenge and in-depth reasoning.
Teachers and teaching assistants deliver targeted maths interventions to address specific learning needs and to provide additional greater depth learning experiences. Children are tested on their taught content each term and careful and detailed gaps analysis then supports targeted interventions to allow children to keep up rather than catch up. In addition, to shorter low-stakes assessments within each unit of learning. Pupil progress and attainment are carefully analysed, and the data is used formatively to direct access arrangements, teacher planning and content revision.