Mathematics

Intent

The intent of our mathematics curriculum is to have a curriculum, which is accessible to all and will maximise the development of every child’s ability and academic achievement. We deliver lessons that are creative and engaging. The 2014 National Curriculum for Maths aims to ensure that all children:

     Become fluent in the fundamentals of Mathematics

• Are able to reason mathematically
• Can solve problems by applying their Mathematics

At Monkleigh, these skills are embedded within Maths lessons and developed consistently over time. We aim to ensure that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in a range of different contexts. We want all children to enjoy Mathematics and to experience success in the subject. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics. As a school, we have identified the understanding of number, fluency of factual recall and fluency of mathematical procedures to be a pivotal area that children need to become confident in. We place extra emphasis on these elements, particularly in KS1 and LKS2, so that children have the greatest chance of succeeding with the rest of the mathematical curriculum. 

Implementation 
Our whole curriculum is shaped by our school vision which aims to enable all children, regardless of background, ability, additional needs, to flourish and achieve the best they can. As a school we follow the National Curriculum and use the White Rose Maths scheme to help implement the delivery of the maths curriculum from Reception onwards. We chose this as we felt it best suited the school’s approach to teaching. All teachers use the long-term planning and sequences to help plan and teach engaging lessons whilst still giving each teacher the freedom to use other resources and ideas so that they can tailor their lessons to the children in their class. Our nursery aged children begin their maths journey with counting, songs, rhymes and exploring number in a variety of ways. 

At the start of each topic, an assessment is done to find out the children’s prior knowledge of a subject. This assessment serves two purposes: firstly to aid the teacher in the planning of the unit and secondly to help show the children and teachers the progress they have made throughout a topic. Key vocabulary is taken from our vocabulary progression map and shared and discussed with the children throughout a unit of work.

Throughout the unit of work all children are taught about and given opportunities to increase their confidence within the subject. Although each class is in a mixed year group setting, every year group is taught separately. Every year group gets 30 minutes of teacher led maths time, whilst the other year group in the class get 30 minutes of PE. All children are then given extra tasks to complete independently, in group tasks or with adult support where appropriate. 

A typical lesson (Year 1 onwards) at Monkleigh Primary School follows as such:

• Flashback 4 – a chance for children to revisit previous learning and embed the knowledge they have gained. 
• A teaching input from the class teacher to 1 single year group, supported by teaching assistants.

• A 30 minute PE lesson
• Time for children to apply what they have learnt in an independent, paired or group task. Adult support is provided where appropriate. 
• Teachers and support staff do live marking, where appropriate, throughout the lesson so children get instant feedback. 
• On top of this, all KS1 children participate in a daily 20 minute Number sense lesson.  

Once all objectives/steps have been taught, revisited and also taught within reasoning tasks, the children are then re-assessed and this informs the formative assessment that teachers update. 

Children have access to a wide range of resources within school and outside of school, including the online platforms Times Table Rockstars, Numbots and Mathletics so that children can continue to develop their skills outside of lessons and continue to enjoy the subject. Children also complete the school ‘maths challenge’ that helps children improve their recall ability with number facts and times tables. Any children that are finding learning in Mathematics difficult are picked up by our Maths Intervention Teaching Assistant, who completes a diagnostic assessment based on one of these interventions: Spot on with number, counting to calculating, making a difference and fair and equal. 

She works with the children to fill in any gaps that this assessment shows they have in their learning to ensure all children have the best chance of succeeding in Maths. 

Impact 

By the time children leave our school, we aim for children to be fluent in the fundamentals of mathematics. We aim for them to have a conceptual understanding of Mathematics and have the ability to recall and apply knowledge quickly and accurately and also to be able to reason mathematically. They should have the skills to solve problems by applying their mathematical knowledge to a variety of situations with increasing efficiency and confidence, including in real-life scenarios. Finally we aim to give children the confidence to succeed in maths in the hope that they continue this into their future education and continue to enjoy the subject. 

Reception_math_progression_Map.pdf

maths_progression_map.pdf

 

Monkleigh Primary School

English Statement of Intent, Implementation and Impact 

Every interaction involves the aspects of speech, language and communication. Strong communication skills are crucial for expressing needs and feelings, interacting with others, and understanding the world around them. 

At Monkleigh Primary School we are united in our determination that every child, from the first day of their learning journey, will develop the fundamental life skills of speaking, listening, reading and writing. These skills enable children to communicate confidently and effectively in all areas of the curriculum and equips them for the life-long challenges that they will face in the dynamic world. Please click on the link below for the full Intent, Implementation and Impact information:

English Intent May 2025

Reading Progression:

Monkleigh Primary School Progression in Reading

Writing Progression:

Monkleigh Primary School Progression in Writing

Handwriting Progression:

Monkleigh Primary School Progression in Handwriting

Proof Reading Progression:

Proof reading progression

Spoken Language Progression:

Monkleigh Primary Speaking and Listening Progression Document

Vocabulary Progression:

Monkleigh Primary School English Vocabulary Progression

RWI Curriculum Matching Documents:

RWI Curriculum Matching EYFS

Year 1 Matching Curriculum RWI 

Curriculum Matching Year 2

Decision Spelling:

Y34 Planning OVERVIEW

Y56 Planning OVERVIEW

 

 

At Monkleigh Primary School, we recognise the importance of Science in every aspect of daily life. The Scientific area of learning is concerned with increasing pupils’ knowledge and understanding of our world, and with developing skills associated with Science as a process of enquiry. It will develop the natural curiosity of the child, encourage respect for living organisms and the physical environment and provide opportunities for critical evaluation of evidence.

Science Intent

At Monkleigh Primary, we encourage all children to develop curiosity and a sense of excitement towards Science.  Our Science teaching aims to give all children a strong understanding of the world around them whilst acquiring specific skills and knowledge to help them to think scientifically, to gain an understanding of scientific processes and also an understanding of the uses and implications of Science, today and for the future. 

 

Implementation

At Monkleigh Primary School, the children are taught in mixed age classes. To ensure that all children cover the Primary Science National Curriculum we have created a 2 year rolling plan suitable to each class and the year groups within them. These units are then planned using a unit overview with prior knowledge being key as a starting point. Children have weekly lessons in Science throughout Key Stage 1 and 2, using various programmes of study and resources. In Early years, science is taught through the children learning about the world around them in their learning through play and adult led activities to ensure the children develop strong foundations ready for the Key Stage 1 Science curriculum. Disciplinary knowledge and enquiry skills are embedded in each topic the children study and these topics are revisited and developed throughout their time at school, with some of these skills taught explicitly to ensure children can apply their disciplinary knowledge confidently in practical enquiries. Within each lesson, teachers carefully plan Flashback questions to recap on previous learning. These include questions linked to learning from the previous lesson, the last unit taught and learning from previous units.  This model allows children to build upon their prior knowledge and increases their enthusiasm for the topics whilst embedding this procedural knowledge into the long-term memory. 

All children are encouraged to develop and use a range of skills including observations, planning and practical enquries, as well as being encouraged to question the world around them and become independent learners in exploring possible answers for their scientific based questions. Specialist vocabulary for topics is taught and built up, and effective questioning to communicate ideas is encouraged. Concepts taught are reinforced by focusing on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions.

 

 

Impact

 Our Science Curriculum is high quality, well thought out and is planned to demonstrate progression. The work given to pupils, over time and across the school, consistently matches the aims of the curriculum. It is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning.  If children are keeping up with the curriculum, they are deemed to be making good or better progress. Pupils are making progress in that they know more, remember more, understand more and do more. They are learning what is intended in the curriculum. All learning builds towards end points, these end points will be in children’s books for each unit of work and demonstrate the learning and impact of the unit of work,  We measure the impact of our curriculum through the following methods: 

• In KS2, Tracking of knowledge in pre and post learning mind maps 
• In KS1, final unit assessments are used where appropriate
• A judgement on standards achieved against the unit end points
• Pupil discussions about their learning, what they now know, remember, understand and can do.

Science_Progression_Map_1.

Ready_to_Progress_in_Science.docx.pdf

Science_Disciplinary_Teaching.docx.pdf

At Monkleigh we shape our history curriculum to ensure it is fully inclusive to every child. Our aims are to fulfil the requirements of the National Curriculum for History; providing a broad, balanced and differentiated curriculum that encompasses the British Values throughout; ensuring the progressive development of historical concepts, knowledge and skills; and for the children to study life in the past.

Intent

At Monkleigh, we aim for a high quality history curriculum which should inspire in pupils a curiosity and fascination about the Britain’s past and that of the wider world. Our teaching equips pupils with knowledge about the history of Britain and how it has influenced and been influenced by the wider world; know and understand about significant aspects of the history of the wider world like ancient civilisations and empires; changes in living memory and beyond living memory; learn about the lives of significant people of the past; understand the methods of historical enquiry and be able to ask and answer questions. We want children to enjoy and love learning about history by gaining this knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits.

Implementation

In ensuring high standards of teaching and learning in history, we implement a curriculum that is progressive throughout the whole school. History is taught as part of a half-termly topic, focusing on knowledge and skills stated in the National Curriculum. At Monkleigh Primary School, we ensure that history has the same importance given to it as the core subjects, as we feel this is important in enabling all children to gain ‘real-life’ experiences. For example, using the local area to look at how buildings have changed in Key Stage 1, to comparing the similarities and differences in environments and communities in Lower Key Stage 2, through to looking at an in depth study of the locality in Upper Key Stage 2.

Impact

The impact and measure of this is to ensure that children at Monkleigh Primary School are equipped with historical skills and knowledge that will enable them to be ready for the curriculum at Key Stage 3 and for life as an adult in the wider world. We want the children to have thoroughly enjoyed learning about history, therefore encouraging them to undertake new life experiences now and in the future.

The work given to pupils, over time and across the school, consistently matches the aims of the curriculum. It is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning.

Pupils are making progress in that they know more, remember more, understand more and do more. They are learning what is intended in the curriculum.

All learning builds towards end points, these end points will be in children’s books at the end of each unit of work and demonstrate the learning and impact of the unit of work. 

Ready_to_Progress_in_History.doc.pdf

 History_Progression_Map.pdf