Our Maths teaching starts with the activities in Early Years, and these practical approaches are built upon as children progress through the school. We place a great deal of emphasis on Mental Maths – making sure that children are able to work things out in their heads and explain their reasoning before moving on to written methods. The written methods used follow on from mental calculations, and so may not be the same approaches as were traditionally used – approaches such as number-line addition, grid multiplication and division by chunking are all examples which the class teacher will be happy to explain. Please consult our Calculations Policy for more detail on these strategies.
We an early adopter of the Mathematics Mastery program. This has led to a partnership work with a number of schools in the local area, sharing good practice. This class made incredible progress over the year. We have now expanded this project to include Reception through to Year 2, and have seen the fantastic progress continue.
Mathematics Mastery Approach - Classroom principles
While our programme content evolves, the ethos behind it remains the same. Our classroom principles are the evidence-based foundations upon which our entire teaching approach is built. The principles are interconnected and together the whole is greater than the sum of its parts.
Success for all
Every child can enjoy and succeed in mathematics as long as they are given the appropriate learning opportunities. A growth mindset enables pupils to develop resilience and confidence.
Pupils must be given time and opportunities to fully explore mathematical concepts. The challenge comes from investigating ideas in new and complex ways – rather than accelerating through new topics.
Enabling learners to solve new problems in unfamiliar contexts is the ultimate aim of mathematics education. Identifying, applying and connecting ideas enables pupils to tackle new and more complex problems.
Successful mathematicians are known to develop mathematical ‘habits of mind’. To encourage this, we must support pupils to be systematic, generalise and seek out patterns. Questioning is a key element of this.
Mathematical language strengthens conceptual understanding by enabling pupils to explain and reason. This must be carefully introduced and reinforced through frequent discussion to ensure it is meaningfully understood.
Objects, pictures, numbers and symbols enable pupils to represent ideas and make connections in different ways. This develops understanding and problem solving skills – while making lessons engaging and fun.