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Maths

Maths is an exciting subject, rich in so many ways.

Early Mathematics is the development of young children’s skills from being able to count and recognise shape, to the ability to recognise, order, compare and calculate increasingly larger numbers in a variety of ways, measure, read time, handle money, fluently recall number facts, recognise shape and their properties and provides them with the skills in how to problem solve, reason and be resilient within their learning.

Children do not automatically learn this and skills need to be specifically taught that are sequential and progressive to develop knowledge and skills which can be securely demonstrated by our pupils.  Providing high-quality learning experiences, allows us to create the necessary foundation to help children master essential Mathematical understanding and problem solving skills.

Once children have these necessary foundations, their journey in Mathematics continues through increasingly more complicated calculations, Mathematical concepts, reasoning and problem solving that both engage and further develop their skills as a Mathematician.

To ensure the children have a sound understanding of all mathematical concepts, we use the CPA approach (Concrete, Pictorial and Abstract). Children need to make links between practical equipment, pictures and abstract numbers because they learn in different ways. The CPA approach helps children learn new ideas and build on their existing knowledge by introducing abstract concepts in a more familiar and tangible way.

We build on this with rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
 

A unit of work (Pathway) 

The calculation policy shows the methods we teach to solve addition, subtraction, multiplication and division problems and the progression across the school. Children are taught a range of mental and pencil-and-paper methods, and encouraged to consider when different methods are appropriate and efficient. A unit of work typically incorporates the following… 

∙ National Curriculum Programmes of Study are used for long term and medium term planning 

∙ White Rose Maths (WRM) small steps- this programme is used for long term, medium term, weekly and daily lessons.

 ∙ Prior Learning- this is achieved through targeted questioning and the analysis of the end of unit assessments for the previous year group and the current year group (where appropriate) that are completed at the beginning of a unit to identify strengths and next steps. 

∙ Vocabulary- a wide range of mathematical vocabulary to be modelled and displayed on the working wall and used in context to demonstrate understanding. 

∙ Teach-The C-P-A – concrete, pictorial, abstract method is used to encourage children to make links between practical equipment, pictures and abstract numbers whilst learning new ideas and building on their existing knowledge to explore abstract concepts in a more familiar and tangible way.

 ∙ Application-varied fluency, reasoning and problem solving are used to develop a deep and secure knowledge and understanding of mathematical concepts. 

∙ Assess- through live marking, formative and summative assessment (prior learning and end of unit assessments and termly NTS papers) as well as through questioning, feedback and plenaries.

Maths Resources

The internet is a rich resource of games, puzzles and activities to support and consolidate learning at home. This is especially true with Mathematics! Many of these applications serve to place learning in a meaningful context that the children can relate to. As such, they are an invaluable resource that can be dipped into for free at home.

With this in mind, we have included below a handful of the more effective educational sites on offer.

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