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Mathematics Vision

At Millfields, the teaching of maths is geared towards enabling each child to develop their learning and achieve their full potential.  We endeavour to not only develop the mathematical skills and understanding for later life, but also to foster an enthusiasm and fascination about maths itself.  We are committed to ensuring that the curriculum will be challenging and creative to create ambitious, resilient and independent learners.  We aim to increase pupil confidence in maths so they are able to express themselves and their ideas using the language of maths with assurance.  We want the children to see mathematics as being relevant to their world and applicable to everyday life as well as being something they will need as they move on through their school life and ultimately to the world of employment.

Our Mathematics curriculum ensures all our pupils: 

  • Become fluent in the fundamentals of mathematics through varied and frequent practise, so that pupils develop their understanding as well as the ability to recall knowledge rapidly and accurately.
  • Are able to reason mathematically by developing an argument or proof using mathematical language.
  • Can solve problems by applying their knowledge to a variety of problems and persevering in seeking solutions.
  • Will make rich connections across mathematical ideas to develop their fluency, mathematical reasoning and problem solving.

At Millfields, we use a mastery approach to mathematics, which reflects the content and principles underpinning the 2014 Mathematics curriculum.  These principles include:

  • Teachers reinforce the expectation that all children are capable of achieving high standards in Mathematics.
  • The large majority of children progress through the curriculum content at the same pace.
  • Differentiation in achieved by emphasising deep knowledge and through individual support and intervention.
  • Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.
  • Practise and consolidation play a central role.  Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts.
  • Teachers use precise questioning in class to test children’s knowledge and assess children regularly to identify those requiring intervention, so that all children keep up.