How do the children in our school learn about
maths?
At our school, we believe mathematics equips pupils with a unique set of powerful
tools to understand the world.
These tools include logical reasoning, problem
solving skills and the ability to think and work fluently.
Mathematics is integral to so many aspects of everyday life
and with this in mind, we endeavour to ensure that children develop a healthy
and enthusiastic attitude towards mathematics that will stay with them.
Innumeracy is just as unacceptable as illiteracy and all children must leave our
school with a secure understanding of and proficiency in maths.
Aims of Maths teaching.
We follow the National Curriculum for maths. Our curriculum aims to ensure that all
pupils:
• Become fluent in the fundamentals of mathematics, including through
varied and frequent practice so that pupils develop conceptual
understanding and the ability to recall and apply knowledge rapidly and
accurately.
• Reason mathematically by following a line of enquiry, using conjecture
and understanding relationships to be able to justify and use
mathematical language.
• Can solve problems by applying their mathematics to a variety of routine
and non-routine problems with increasing sophistication.
Principles
The following principles underpin maths teaching at our school:
Everyone is a mathematician.
The idea of someone having a maths brain and others not being able to do maths
is wrong. While some children may pick up concept more quickly than others
everyone has the ability to learn maths and be successful.
Concrete learning precedes conceptual learning.
Evidence suggests that children learn first by doing and therefore need to use
concrete objects before them can understand something conceptually. It is,
therefore, essential to ensure that all children have access to concrete objects in
maths lessons and are able to be them for as long as is necessary for them.
Depth is preferable to breadth.
When children have successfully learned a new concept, rather than moving
them onto the next topic, they can be allowed to ‘go deeper’ into what they are
learning, providing them with the opportunity to master concepts and apply them
in different contexts.
Investigating and problem solving are essential
Mathematics isn’t simply learning a body of knowledge for children to learn; it is
also a set of skills which children must be able to apply effectively. Therefore, it is
essential that teaching involves a diverse range of problem solving and
investigating skills as frequently as possible.
Provision
It is important that classrooms are well resourced with a variety of manipulatives to
support teaching of mathematics at all stages. All children should have the
chance to learn through the use of manipulatives, not just younger or lower ability children.
Possible manipulatives could include: Dienes Counters, Multilink Dice, Place value cards, Numicon, Bead string, Cuisenaire rods
Measuring equipment will also be available, which should be accessed when
introducing ideas so that children can have a visual concept of what they are
measuring and how big the measures are.
Planning
Planning is for the teachers who will be using it. Long term plans are available for
all year groups, which are based on the National Curriculum document, to ensure
that coverage is correct for each year group. We use White Rose to structure the sequence of mathematics teaching and we block our planning to build skills and knowledge. We plan mathematics to help pupils to master the skills achieving this by building through fluency activities to reasoning and problem solving. Planning can
be organised according to the teacher’s professional judgment and the needs of
the class. Learning objectives are taken from the long term planning and will be
clear and precise and seen within children’s work alongside steps to success.
Mental fluency
Children will have opportunity to learn and practice fluency facts including
number bonds and times tables. These will be monitored by class teachers and
tracked termly by maths lead to ensure children making appropriate progress and
if not other programmes of study are implemented to ensure that they are successful.
Assessment
Teachers use formative assessment appropriately to ensure that future planning
consolidates and stretches pupils appropriately. From year 2-6, summative
assessments will be used at the beginning and end of the year to show progress
and confirm teacher assessment at the end of the year. However, when assessing
a child’s mathematical ability, our teachers understand the importance of
speaking to and questioning children. While books are a useful indicator of the work a chuld has covered and is capable of, they are not, in isolation, a totally reliable way to assess a child. Books, assessmentand pupil conferencing will triangulate what chldren do and don't know.
Curious
We are inspired by the awe and wonder of the world.
Creative
We are bold and innovative in our approach to find new solutions to the challenges we face.
Excellent
We are the best we can be.
Responsible
We take responsibility for our actions in an environment of mutual respect.
Determined
We overcome all barriers to reach our potential, developing a capacity to improve further.
Enthusiastic
We are passionate about learning.
© 2021 Bridge Schools trust is a company limited by guarantee, registered in England and Wales. Registration number 7736425. It is an exempt charity.