- Subject areas and Assessment
- Humanities (History and Geography)
- Religious Education and Spiritual, Moral, Social and Cultural (SMSC) at RCFS
- Personal, Social, Health and Economic Education (PSHE) and Relational Education (RE) at RCFS
- Physical Education (PE)
- Art and Design and Design and technology
- British Values
- Modern Foreign Languages (MFL)
- Class Curriculums
- Home Learning
- Extra Curricular activities and clubs
- School Performance
THE MATHEMATICS CURRICULUM AT RCFS
The intent of our Mathematics curriculum, is to deliver the aims of the National Curriculum in a way that enables pupils to become fluent in the fundamentals of mathematics, reason mathematically and solve a range of problems. We strive to ensure that children can follow lines of enquiry, conjecturing relationships and develop arguments. They will, with increasing sophistication, apply their mathematics to a variety of standard and non-standard contexts. The range of skills taught are vital to developing lifelong mathematicians and crucial to providing a solid base for continued learning into upper Key Stage 2. Knowledge is sequenced carefully and builds on what has been taught before.
We work to implement a Mathematics curriculum that is on the cutting edge of research and development. Proactively seeking the latest trends within mathematics teaching, we liaise with local bodies including the Uttoxeter Learning Trust, North Mids Maths Hub, NCETM and others. We fully invest in promoting maths as a key skill for life and it is prioritised from EYFS.
Through our school’s mastery approach to teaching and learning mathematics, children are empowered to explore mathematical concepts from an early age. Through a wide range of resources and concepts, children develop early number skills before building the foundations for the four operations. Progression in counting, underpinned by the 5 principles of counting, is prioritised before children leave the reception class. Continuing beyond EYFS, many carefully considered strategies are used to ensure all children make progress. The Concrete-Pictorial-Abstract approach ensures that all children access wave one teaching together – and, with only a small few exceptions, classes are kept together to learn in order to ensure a consistent and secure grounding within national year group expectations. Teaching makes use of the 5 Big Ideas of mastery: Representation & Structure, Mathematical Thinking, Variation, Fluency and Coherence.
The Richard Clarke First School follows the White Rose maths scheme of work, which was originally developed by the White Rose Maths Hub. The scheme of work is a progression model, which allows for some repetition year-on-year, carefully building on concepts as children develop their skills. Our own characters including Mastery Mo and Dig Deeper Dave support concepts that are non-standard or seek to deepen understanding. Other tools, such as those provided by NCETM and/or Nrich flesh out the wide variety of concepts children are exposed to. Through our participation in local Teacher Research Groups/Sustaining Mastery groups, we ensure that our learners benefit from the latest research and development – constantly trialling new ideas in a drive to evolve and improve.
Assessment is fully triangulated and takes into account learning in pupils’ books, contributions during lessons, ongoing tracking of number facts through Numbots in EYFS/KS1 Times Tables Rock Stars in KS1/KS2 along with the more formal White Rose termly assessments. All of this provides discussion at termly Pupil Progress meetings (PPM). Assessment is carefully used to check that classes do not move on to new learning before learning has been mastered by the vast majority. Where a child is working significantly below a year group’s expectations within a concept, targeted support or alternative foci are sought to ensure an appropriate level of challenge and the SENDCo is consulted where necessary.
As a result of all that we do, The Richard Clarke First School have a community of enthusiastic mathematicians who enjoy showcasing their mathematical skills by a variety of means. We have also nurtured our teaching time to become highly self-reflective, evaluative and keen to drive standards higher still. By focussing relentlessly on the quality of our provision, we can be confident that we are giving our children the best possible start to their mathematical life.