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North Bradley

CE Primary School

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Maths

 

INTENT

 

Our aims in teaching Mathematics are that all children will:

 

  • enjoy mathematics and study it with confidence and a sense of achievement so that they become competent and independent mathematicians.
  • have the ability to recall fluently and apply number facts such as number bonds and multiplication tables rapidly and accurately.
  • build a deep conceptual understanding of concepts which will enable them to apply their learning in different situations. 
  • develop a deep understanding by reasoning mathematically and have the ability to articulate, discuss and explain their thinking.

 

Principles of the Teaching and Learning of Mathematics

 

At North Bradley School we believe that everyone can succeed in mathematics and it is essential for everyday life and the advances on which our economic future depends. It equips our children for the role that science, technology and engineering will play in their future. It is, therefore, fundamentally important that we provide pupils with the best possible mathematics education.  We help our children develop a positive mindset and enthusiastic attitude towards mathematics and strive to deliver a stimulating mathematics curriculum that develops our children into confident and competent mathematical thinkers who can apply their knowledge in a range of situations.

 

IMPLEMENTATION

 

In the Foundation Stage we plan mathematical activities that address the learning objectives as set out in Development Matters and the Early Learning Goals.  We provide opportunities for children to develop their understanding of number, measurement, pattern, shape and space through a variety of activities, both child and teacher initiated.  This allows them to enjoy, explore, practise and talk confidently about mathematics.

 

Our Mathematics curriculum is set out in year groups as defined in the National Curriculum. This ensures continuity and progression in our teaching. We have adopted the 'White Rose Maths Schemes of learning' and in Year 1 - 4 the maths scheme 'Power Maths' is used.  These weave the three key elements of fluency, reasoning and problem solving to ensure our curriculum challenges and supports all learners. 

 

The daily mathematics lesson often includes: ·

  • demonstration, explanation and instruction by the teacher on the same objective to the whole class;
  • concrete, pictorial and abstract methods used to develop children's skills
  • a reasoning or problem solving activity so that children can apply their understanding
  • the teacher working with a group of children whilst the rest of the class work independently;
  • those children who are ‘rapid graspers’ will either be challenged with deeper thinking questions, asked to show their understanding in different representations or through writing own word problems/ explanations/application of skills.
  • mini plenaries and a final plenary to review the main teaching and learning objectives.

 

At North Bradley CE Primary School, we value breath of understanding over rapid acceleration into the following year group’s objectives. We ensure that children have a secure and deep understanding of mathematics.  Each maths objective is broken down into small steps which gradually develops children's understanding.  Teachers ensure children understand each step before moving onto the next. The large majority of our pupils progress through the curriculum content at the same pace.  Differentiation is achieved by emphasising deep knowledge and through individual support with pre-teaching and rapid intervention. Teachers use precise questioning in class to test conceptual and procedural knowledge, and assess pupils regularly to identify those requiring immediate intervention so that all pupils keep up. Those children who grasp the concepts more quickly are given opportunities to deepen their knowledge and improve their reasoning skills. 

 

We work hard to ensure that our children develop arithmetic proficiency through an appreciation of number and number operations.  This enables mental calculations and written procedures to be performed efficiently, fluently and accurately. Our whole school approach to developing children’s written methods for addition, subtraction, multiplication and division can be found in our calculation progression document.  This document ensures progression in the four calculation methods from one year to the next. To support this, we use a wide range of practical resources, including Numicon, Dienes, place value counters, cuisenaire rods and real life apparatus in whole class and group activities.

 

Fluency in mental methods (a rapid recall of number facts such as number bonds and multiplication facts) is essential for successful progression through the National Curriculum expectations and is practised daily. Children in year one and two practice their number bonds daily. Children in year three and four practise their multiplication facts daily in preparation for the multiplication tables check.  Children in Year 5 and 6 develop their number sense.   The stages of mental maths skills, through which all children should move, are written in our mathematics passports which the majority of the children in the school progress through, building on their mental arithmetic skills year on year.

 

Vocabulary is explicitly taught at the start of each unit of learning.   All pupils have access to the vocabulary as it is displayed on the maths working wall.  The definition and application of the vocabulary is modelled continuously by the teacher/teaching assistant throughout the unit of work.  There is a high expectation for pupils to use, model and apply the vocabulary in their verbal and written reasoning.

 

Homework is used to support mathematics through such tasks as:

 

  • the learning of number bonds
  • the learning of tables (expected of all pupils from Year 3 onwards)
  • specific tasks set periodically by teachers which may involve gathering data or completing work set at school
  • Mathletics is used in the Year 6 class

 

 

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