The way the school approaches this subject is based on a number of beliefs:
- It is important to give the pupils practical experiences, before expecting them to engage in more formal written calculations.
- It is important to make use of apparatus, when the pupils first begin to learn the basic skills of addition, subtraction, multiplication and division.
- It is important to encourage discussion, so that the pupils can grasp ideas, concepts and strategies through their own efforts, and at their own level of language.
- It is important to give pupils the opportunity to apply the mathematical skills they have learned to ‘real’ situations: e.g. doing technology, science or solving problems.
- It is important to lead pupils to see mathematics not just as ‘sums’ but as a ‘language’ through which information is communicated and ideas are developed.
We follow the ‘Teaching for Mastery in Mathematics’ approach and employ the ‘Power Maths’ scheme:
- Children are encouraged to believe that by working hard in maths they can all succeed.
- Lessons are interactive, with a whole class working on the same lesson content to ensure that they master concepts before moving on to the next part of the maths curriculum.
- Early intervention supports any children who may have failed to grasp a concept so that they are ready to move forward with the class in the next lesson.
- Fluency and understanding of mathematical concepts is reinforced through practice.
- There is a focus on developing a deep knowledge of the key ideas in maths that underpin future learning.
- Children are taught to see the structure and connections within maths to deepen their learning.
- Key facts, such as addition facts to 10 and multiplication tables should be learnt so that children can focus on new concepts.
The school’s mathematical curriculum fully accords with the requirement of the National Curriculum, and a daily lesson is spent on the subject in addition to any mathematical learning linked across other subjects.