Our Mathematics Intent

At Croftlands Junior School our aim in maths is to promote and develop children’s enjoyment, motivation and enthusiasm for maths. This is done through exciting and practical opportunities to explore and investigate while making links to our school values such as: curiosity, creativity determination and resilience. We believe that everyone can achieve and succeed in mathematics.  It is essential that our children are fluent in number operations; able to manipulate number with confidence, using mental and written methods. At CJS we strive to help pupils to become mathematicians by developing their problem solving and reasoning skills so that they can apply their independent thinking and questioning across the curriculum. Mathematical language is a key component of successful mastery of mathematical skills.   When our children leave us at the end of Year 6, we want them to be curious about, capable of and resilient in mathematics.  It is important that our children are able to make sense of mathematical problems through other subjects, for example, gathering, representing and interpreting statistical data about a local workhouse census in their history lessons about Victorian Ulverston. Mathematics is meaningful at Croftlands Junior School, ensuring children can recall and master facts and formulae and apply them to real-world contexts.

The Implementation and Enrichment of our Mathematics:

A wide range of teaching and learning strategies are used in all mathematics lessons to capture pupils’ interest, cater for different learning styles and to promote effective learning and progress. Teachers use the National Curriculum supported by an appropriate range of teaching and learning resources, to develop the knowledge, skills and understanding of every child. You might see our children participating in additional booster mathematics sessions, led by teaching assistants, when we feel doing so will enable our children to grow in confidence and master particular skills. We are a school that employs a mastery approach to learning using White Rose planning documents and guidelines as a main vehicle for delivery. Mathematics is taught, thoroughly, systematically and progressively to all pupils by all staff complimenting other materials. Children are encouraged to: ask questions, solve problems and apply and consolidate their knowledge. When applicable, teachers make use of the immediate and wider environment, including outside areas to help pupils apply mathematics. Children use their mathematics in STEM workshops and activities such as STEM Club, Food Tech activities, Forest Schools and outdoor learning. Children are encouraged to make links between different areas of maths and to reason/explain: why something is happening, spot mistakes and justify their answers. 

Impact: 

Teachers set challenging work, tasks and problems to increase children’s knowledge, skills and understanding and to extend their thinking. Teachers assess children’s work in mathematics through formative and summative assessments by; asking questions, observing learners during lessons. Work is marked regularly within lessons by pupils before moving on to the next step as way of using formative assessment effectively and identifying misconceptions.  Pupils will be given appropriate, clear feedback. Misconceptions are addressed immediately using a different teaching approach where necessary.