At St Botolph’s, we pride ourselves on offering our children quality education within a safe and nurturing environment. We continually strive to improve, giving our children exciting opportunities to broaden their horizons.
The St Botolph’s Curriculum has carefully planned activities and learning which matches our children’s needs, expanding their opportunities and widening their horizons. Learning is carefully connected, interweaving knowledge and skills to make it meaningful, while ensuring that the National Curriculum is followed.
“Mathematics at St Botolph’s inspires the growth mindset and belief necessary for mastery through inter-connected fluency and conceptual understanding, using the exploration of mathematical thinking and language and communication, essential to everyday life.”
Miss Montgomery and Mrs Gibbens (Mathematics Leads)
Mathematics at St Botolph’s inspires the growth mindset and belief necessary for mastery through inter-connected fluency and conceptual understanding, using the exploration of mathematical thinking and language and communication, essential to everyday life. Children are provided with enriching mathematical experiences which foster enjoyment and curiosity, as well as builds strong foundations in mathematical understanding and the acknowledgement of the importance of mathematics in society. High expectations of pupils ensure that they are appropriately challenged throughout the entirety of their school journey.
Our use of Mathematics Mastery empowers our staff to make personalised support and extension, ensuring success for all. The six-part lesson provides building blocks for conceptual understanding, mastery and efficiency, with both guided and independent practice. Knowledge is embedded across the year through:
same-day interventions, addressing misconceptions and reducing gaps
weekly maths meetings (visuals, singing, active participation) for fluency, consolidation and confidence.
Through the use of Feedback Marking, a personalised pace is used in each classroom, with lessons ensuring consolidation before acquiring new material, or developing/deepening understanding. Lesson time is valued with smooth, purposeful transitions, ensuring both the flow of each lesson and that every second counts.
We encourage mathematical communication: equipping children with the language required to explain, justify and prove whilst valuing all contributions (including mistakes) through supportive discussion. We follow the concrete, pictorial, abstract progression, using manipulatives and mathematical drawings for making connections and moving fluently between multiple representations. Pupils further challenge their thinking through opportunities to investigate and reason.
Beyond the classroom, we foster a love of mathematics through celebrating effort, mindset and achievement and regular rehearsal of arithmetic:
maths passports – the rehearsal and acquisition of skill at their own pace and level, with regular reward and celebration
Big Maths Beat That – weekly opportunities to beat their previous score to become contenders for whole school competitions
DoodleMaths and Times Tables Rockstars competitions through which classes, year groups and phases compete weekly and termly.
To achieve the necessary consistency and support for our pupils at home, regular curriculum workshops for parents and carers are held throughout the year. In addition, the Mathematics Subject Leaders attend relevant training to effectively support the teaching and learning of mathematics across the whole school, through coaching, staff meetings, staff development days and workshops.
Our children are supported to develop resilience, stamina and autonomy, equipped with various strategies for personal efficiency and self-marking for instant feedback and intervention; pupils move their learning forward immediately without the reliance on adults. Self-reflection opportunities enable children to review their own successes and struggles, recording their mathematical thinking, insight and journey in that lesson.
All work is checked with comprehensive notes written from the entire set of books: recording common misconceptions; errors in basic skills; pupil names (those succeeding, exceeding or needing support); subject specific knowledge and skill is used for whole class (and, if needed, individual) feedback, taking place before any new learning. Progression is therefore evidenced in our books through regular purple pen work by our pupils; sufficient time is given to review, edit and improve (revisiting with adult support where necessary).
Formal assessment includes weekly times tables tests, half termly online tests and termly arithmetic and reasoning papers. These are used to track progress and attainment throughout the year (by class teachers, the Mathematics Leaders and SLT), informing end of year data. Statutory testing includes the year four Multiplication Tables Check and both the Key Stage 1 and Key Stage 2 SATs assessments (for both arithmetic and reasoning).