Numeracy

We believe that maths should be a great pleasure.

We have a Mathematics Mastery programme at our school. Instead of grouping children by ability, Mathematics Mastery achieves differentiation by giving all learners access to tasks at their own pace starting with the easier activities and progressing onto the more challenging tasks.

The differentiation through depth rather than acceleration allows the faster worker to develop their understanding and their mathematical vocabulary, as well as challenging their own thinking. The less quick workers have more time to assimilate the concepts and understanding which in turn leads to greater progress.  It also makes the children’s learning more sustainable and enjoyable. 

Early Years Foundation Stage

The Early Years class may be exploring all the possible ways of making and using number in open, purposeful activity linked through cross curricular topic based learning. Mathematics provides the children with a range of opportunities to become competent in counting, sorting, matching, patterns, working with numbers, shape, space and measures and developing mathematical thinking. Children are encouraged to develop the use of mathematical language and the children are taught to organise their ideas and explain what they have done. A range of activities such as cooking and block play encourage maths in a hands on, practical way.

Transition

Initially, we encourage children to have practical experience of new concepts and skills in mathematics with an emphasis on the teaching and learning of key strategies and vocabulary in basic numeracy, shape, space and calculation.

Our Mathematics curriculum is aimed at acquiring and understanding numeracy skills and applying these in measurement, space, shape and problem-solving investigations.  We identify connections between number, such as the relationship between doubles and halves, to assist efficient calculations. We offer a balance of explicit teaching, jointly constructed understandings and independent learning. Children make decisions about choosing the correct strategy to use and critically evaluating its use. We give our children opportunities to explain their mathematical thinking, then build on their understanding to progress from concrete materials to pictorial and numerical representations.

Middle School

Initially, the children carry out a range of work and activities to develop their mathematical thinking.  Place value, number bonds, fractions, decimal fractions, multiplication tables, time, money, problem solving, geometry and algebra investigations are all carried out.  Some children will have learnt all the multiplication tables by the end of year three and these children will continue to be challenged by extending their skills.   Others will need more practice and will be helped to consolidate their skills by using a variety of strategies.  As children become more competent with basic number skills we aim to stretch their problem solving skills.  Furthermore, we aim to make our maths as practical and concrete as possible, by relating it to our immediate surroundings and the children's experiences when appropriate. 

We believe that maths should be a great pleasure, an opportunity for children to learn about problem solving, representing and modelling ideas, exploring puzzles, discussing and sharing strategies and developing their thinking skills.  Children may learn and record some of the mathematical processes through singing a song using accompanying actions so they remember the steps needed to solve a long division problem. Or you may find children quizzing each other with their own word problems or showing each other some magical mathematics and puzzles to one another.   It is important that the children are confident mathematicians, who know a range of strategies to tackle mathematical problems.  We endeavour to hold daily mathematics lessons, in which the children are taught new strategies and concepts, given the opportunity to memorise these, before exploring and developing ideas further.