Mathematics
We believe all children can enjoy and achieve well in Mathematics. All children in our school are encouraged to enjoy Mathematics through looking for patterns, exploring logic, reasoning and problem solving as well as developing efficient, effective methods of calculation. Effective assessment systems ensure that teachers gain knowledge of their pupils’ needs, achievements and abilities, enabling effective planning and delivery of lessons to secure age related learning for all while providing opportunities for learning in greater depth.
We grasp all opportunities for increasing the enjoyment of Mathematics within our schools and use the children’s interests as a vehicle for learning. We follow 'White Rose Maths' scheme of work. The White Rose philosophy 'Inspire growing minds and build their understanding of maths – for life' supports our intent to maximise opportunities for children to fulfil their potential and develop as independent, confident, successful learners who will contribute to wider society and gain jobs for which they have been well prepared.
Principles of teaching mathematics at Arbourthorne Community Primary School
- To foster positive attitudes towards mathematics.
- To enable pupils to be confident in applying mathematical concepts.
- To develop conceptual understanding, supported by the use of manipulatives.
- To develop efficient methods of calculation through varied and frequent practice.
- To develop the ability to recall and apply knowledge rapidly and accurately.
- To develop mental strategies and be able to know when to apply them.
- To increase pupils’ ability to reason mathematically.
Maths in Early Years Foundation Stage
In Foundation Stage we teach mathematics using the EYFS Development Matters to ensure we gauge learning appropriately to take into account children’s ages and stages of development. We offer challenge and next steps in line with each child’s stage of development and focus on the two strands of number and numerical pattern.
We strive to ensure the children have a depth of understanding of mathematics and its principles and concepts. For example, we talk about the “threeness of three” meaning that children who can recognise the number three have deep understanding of this number and the different meanings it can symbolise in different situations. This same theory is applied to other numbers and mathematical ideas and concepts. Our aim is for each child to master mathematical concepts before moving onto more advanced ones.
We teach maths in practical and hand on ways through:
- Drawing on everyday school life and known contexts so children draw on their own experience.
- Using concrete materials and manipulatives.
- Using rhyme, story and song.
- Focused teaching opportunities that children can draw upon when using continuous provision
Mastery approach
We follow a mastery approach to provide all children with full access to the curriculum, enabling them to achieve confidence and competence known as mastery. The mastery approach to teaching mathematics is where the large majority of pupils progress through the curriculum content at the same pace. Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.
The learning needs of individual pupils are addressed through careful scaffolding, skilful questioning and appropriate same day intervention, in order to provide the necessary support and challenge. Factual, procedural and conceptual knowledge are taught in a fully integrated way and are all seen as important elements in the learning of mathematics.
The reasoning behind mathematical processes is emphasised. Teachers and children explore in detail how answers were obtained, why a certain strategy worked, and what might be the most efficient strategy. Pupils are used to taking time to explain their thinking, working on oracy skills and deepening their understanding. Precise mathematical language is used by teachers, so that mathematical ideas are conveyed with clarity and precision. Pupils are required to do the same.
Frequent additional practice, outside the lesson, is encouraged, in order to deepen pupils’ fluency and consolidate their learning and links between mathematics and the wider curriculum are exploited so that pupils see maths as real and purposeful.
Classroom spaces display 'Maths Master' posters so that children are prompted to think deeply as they learn.
Calculation Policy - how can I help explain the maths to my child?
We follow White Rose maths and their recommended calculation policy. Every child is taught how to calculate and solve problems in the same way. This document will help you understand how we teach addition, subtraction, multiplication and division so that you can use the same steps at home when explaining how to calculate.
What are manipulatives and why do we encourage children to use them?
Manipulatives are resources that give the children a physical and visual representation of the concept of number. Teachers give the children many opportunities to experience and visualise concepts through a wide range of resources including five frames and ten frames, Numicon, Base 10 equipment, Cuisenaire rods as well as natural resources to support learning. The resources are available at all times in lessons and for the children to access independently.
White Rose Yearly Overviews
You can look at each year group overview below to see which element of maths your child is learning at different parts of the year.
White Rose Maths have a parent and pupils section for you to be able to find activities that you might want to look at with your child. https://whiterosemaths.com/advice-and-guidance
Number Sense - supporting children with quick and confident calculation - every day
Every day pupils in Y1 and 2 take part in 'Number Sense' sessions. The core number facts are taught alongside 12 calculation strategies. Learning and applying these strategies gives children a deep understanding of number and number relationships. Using these strategies children can then "use what they know to work out what they don't know". Explicit teaching of derived fact strategies is an effective route to fluency in addition and subtraction facts for all children, including lower attainers. See the 12 strategies pupils are taught below. If you want to know more about 'Number Sense' please see your child's class teacher. You can also access the Number Sense blog here https://numbersensemaths.com/blog-and-research
