Our school is committed to safeguarding and promoting
the welfare of children and young people. We expect all
staff, visitors and volunteers to share this commitment.
If you have concerns regarding the safeguarding or
welfare of any of our pupils, please contact Mrs Elder
(Designated Safeguarding Lead), or Mrs Scott
(Deputy Designated Safeguarding Lead).
St Joseph’s participates in Operation Encompass.
Following the report of an incident of domestic abuse,
school will be advised that the child has been involved.
Please see school website for further details
The Safeguarding and Child Protection policy can be
found here. SAFEGUARDING AND CP POLICY
"There is geometry in the humming of the strings. There is music in the spacing of the spheres" - Pythagoras.
Vision for Maths
St Joseph’s Roman Catholic Primary School recognises that Mathematics teaches children how to make sense of the world around them through developing their ability to use number, calculate, reason and solve problems. It helps children to understand relationships and patterns in both number and space in their everyday lives. The Mathematics curriculum should be bold, provide breadth and balance and be relevant and differentiated to suit the needs of all children in the modern world. It should be flexible, motivating all pupils, thus encouraging success at all levels. The use of maths is an essential part of everyday life and we believe that all children can achieve and become confident mathematicians. For our children at St Joseph’s, it is our intention that when our children start school, the first steps in their learning journey is to recognise numbers and develop their understanding of counting in the environment around them. Once secure in this understanding, the next steps are for the children to apply their understanding to written calculations in KS1 using the four number operations (+ x - ÷). This is where the basic skills needed to calculate confidently are embedded before the children move up to KS2.
Once the children move up to Lower Key Stage 2, the children are taught more formal written methods for calculations and develop their resilience to problem solving through trial and error and begin to thrive in their mathematical reasoning and understanding. In upper Key Stage two, our aim is for the children to have a secure awareness of the importance of mathematics in their daily lives. This is particularly the case when our children are becoming ‘secondary ready’. We want our children to have the necessary life skills for them to be able to cook for themselves following a recipe. For our children to have the skills to do this, they need to have a secure understanding of fractions and measures. Our children need to understand how to confidently use money to buy food if they are cooking for themselves or paying a bus fare for themselves to get to and from school each day. We recognise that our children need a secure understanding of how to tell the time and can use this knowledge to organise themselves and plan a daily routine. E.g. many of our year 6 children use public transport to get to and from secondary school which means that they will need the ability to tell the time and use a bus timetable to plan a journey to and from school.
At St. Joseph's, we are passionate about providing a stimulating and engaging curriculum in Maths.
Maths is a creative and highly-interconnected discipline that has been developed over centuries, providing the solution to some of history's most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides:
What’s behind it…
At St. Joseph’s, we aim to ensure that pupils:
Our Maths curriculum is taken from the National Curriculum 2014 and is underpinned by the Lancashire Maths planning resources.
The National Curriculum for KS1 states that:
"The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools].
At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.
Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1." (N.C. 2014)
The National Curriculum for Lower KS2 (Years 3 and 4) states:
"The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.
By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.
Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling." (N.C. 2014)
The National Curriculum for Upper KS2 (Years 5 and 6) states:
"The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.
At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.
By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.
Pupils should read, spell and pronounce mathematical vocabulary correctly." (N.C. 2014).
"Maths is learning numbers and shapes".
"I like maths its makes me happy".
"I like to play maths games in class. I like puzzles too."
"In Maths we learn about numbers and shapes."
" I like fractions."
“I enjoy playing on Times Tables Rockstars!”
"Maths involves calculations, numbers and word problems".
“I think you need your times tables because it helps you with other things, like telling the time.”
"Maths is about numbers and I like to be challenged".
"I enjoy maths lessons"
Children's ability to calculate using the four operations (addition, subtraction, multiplication and division) is based on a clear progression through a series of steps. It is vitally important that children are not asked to move on to the next stage in learning until they are ready and have a sound grasp of the previous stage.
Please have a look at the progression in calculations documents below which explain how this progression takes place.
Useful Maths Websites
Below are some links to websites that you may like to try out with your children:
All Children have access to Time Table Rockstars. They each have a username and password that they can use to practice at home.
You can support your child by practising these rapid recall facts at home