Woodchester Endowed Church of England Primary School
We aim to inspire all of our pupils, irrespective of their ability, to reach their full academic potential in all subjects. We recognise that Mathematics is a critical area of skill and knowledge that impacts on the quality and value of the lives we lead. Therefore, our objectives in the teaching of the Mathematics curriculum include:
- To promote enjoyment of learning through practical activity, exploration and discussion;
- To develop confidence and competence with numbers and the number system;
- To develop the ability to solve problems through decision-making and reasoning in a range of contexts;
- to develop a practical understanding the ways in which information is gathered and presented;
- To explore features of shape and space, and developing measuring skills in a range of contexts;
- To help children understand the importance of Mathematics in everyday life.
Why we love Maths!
Mathematics teaches children how to make sense of the world around them through developing their ability to calculate, reason and solve problems. It is a core subject with a range of cross curricular links but, most often, is best taught discretely, using opportunities from other subjects to practice and hone skills in a context. Mathematics involves developing confidence and competence in number work; shape, space and measure; data handling and using and applying these skills. We aim to support children in achieving economic well-being by equipping children with a range of computational skills and the ability to solve problems in a variety of contexts using the Development Matters statements for EYFS and the revised Primary Framework for Mathematics and existing National Curriculum, to guide planning in Key Stages 1 and 2.
We are now embedding the Mastery Approach to teaching Mathematics with the support of the GLOW Maths Mastery Specialists as part of the TRG 2020. This approach is characterised by certain features (ncetm.org.uk accessed January 2020):
- Teachers reinforce an expectation that all pupils are capable of achieving high standards in Mathematics
- The majority of pupils’ progress through the curriculum content at the same pace. Differentiation is achieved by emphasising deep knowledge and through individual support and intervention
- Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge
- Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts in tandem
- Teachers use precise questioning in class to test conceptual and procedural knowledge, and assess pupils regularly to identify those requiring intervention so that all pupils keep up
In Mathematics lessons, teachers will encourage independent learning whenever appropriate. Teachers will provide the mathematical challenge and will ensure that all the maths equipment that could and might be used is available for the pupils. The Educational Endowment Foundation (2020) suggests that “manipulatives and representations can be powerful tools for supporting children to engage with ideas across many areas of Mathematics. They can help children make sense of mathematical concepts, develop visual images, increase engagement and enjoyment, help practitioners see what children understand and provide a bridge to abstract thinking.”
We teach Mathematics to all pupils, whatever their ability or individual need. Through our Mathematics teaching, we provide learning opportunities that enable all pupils to make good progress. Every child has an equal right to the Maths curriculum in daily Maths lessons. In addition, Mathematics will be incorporated in other subject areas, separate maths challenges, times tables practice and in homework opportunities.
Special Educational Needs
All children will have their specific needs met through differentiated work in conjunction with targets on their My Plans. Support time is planned for and provided in relation to identified needs for individuals and groups. Any interventions are documented and regularly reviewed.