Maths Impact

What are the outcomes of our curriculum for pupils?

Children at Mobberley CE Primary School understand and value the importance of Mathematics, this is evident through pupil voice and monitoring which takes place by the curriculum leader.

We want children to be confident in making rich connections across mathematical ideas as a result of developing fluency, mathematical reasoning and competence in solving increasingly sophisticated, contextual problems during their time at Mobberley CE Primary School. Our pupils will be able to apply their mathematical knowledge across the curriculum and to realise that mathematics has been developed over centuries.  As our pupils progress further in their education, we intend for them to be able to understand the world, have the ability to reason mathematically and to have a sense of enjoyment and curiosity about the subject.

Through first quality teaching, guidance and effective feedback, children will:

  • Clearly explain their reasoning and justify their thought processes
  • Quickly recall facts and procedures
  • Have the flexibility and fluidity to move between different contexts and representations of mathematics.
  • Have the ability to recognise relationships and make connections in mathematics.
  • Be happy, confident, articulate and autonomous learners with a life-long passion for learning.
  • Leave our school at the end of KS2 prepared for the next step in their mathematical education.

Summative assessments takes place at the end of each term (White Rose Assessments in KS1 and Rising Stars PUMA in KS2 and KS1/2 SATs in May) and children’s progress and attainment is discussed with senior leaders in pupil progress meetings.

Formative assessment takes place on a daily basis and teachers adjust planning accordingly to meet the needs of their class.  Teachers use formative assessment to evaluate the learning during a lesson. They may ask questions to check understanding, or scrutinise independent work in order to identify common misconceptions or share thinking. Such assessment allows teachers the flexibility to intervene in a lesson to remind, redirect or reteach pupils as required.