The Phoenix Primary School & Nursery, Leinster Rd, Basildon, SS15 5NQ
Mathematics Vision Statement
What is the vision for mathematics at The Phoenix Primary School and Nursery?
At The Phoenix Primary School and Nursery, our vision for mathematics is to inspire, stimulate and excite students’ fascination for the subject, enabling all students to learn key skills relevant to the wider world. Through robust planning and outstanding teaching, students will develop their knowledge in key mathematical concepts: place value, four operations, shape and fractions, decimals and percentages, etc. They will also foster a pleasure and satisfaction in solving mathematical problems. In mathematics lessons, students are encouraged to think independently, whilst being given the opportunities to become resilient and confident learners. This means that they will be able to solve mathematical problems, that increase in complexity, both within a unit of work and throughout a child’s journey through the school.
Mathematics is a discipline that is open to all; regardless of ability, gender, cultural background or ethnicity. Therefore, the maths curriculum will offer all children the opportunity to:
How is the vision for mathematics to be achieved?
Students who take part in mathematics lessons at The Phoenix Primary School and Nursery will:
How does the school know if the Mathematics curriculum has been effective?
Firstly, students who have followed the school’s mathematics curriculum will be effectively prepared with the key skills, knowledge and vocabulary to access more specialised mathematics curricula in secondary school. They will also have developed the mathematical skills essential to their success as adults in later life. Some children will also have become sufficiently inspired to follow careers where the application of mathematical skills and knowledge is key.
Our mathematics curriculum will have been a success if, with every new concept, children can:
Formative arithmetic and reasoning assessments will be used on a weekly basis, with the questions chosen at the direction of the class or set teacher. Summative assessments (using White Rose Maths) are completed half-termly, giving teachers the opportunity to comprehensively track attainment throughout the academic year.
In addition to formative and summative assessments, progress in relation to the key objectives and mathematical skills of individual lessons are recorded against a bookmark located inside the front cover of exercise books.