maths

Maths

Intent


The 2014 National Curriculum for Maths aims to ensure that all children:

  • Become fluent in the fundamentals of Mathematics
  • Are able to reason mathematically
  • Can solve problems by applying their Mathematics

 At Chilton, these skills are embedded within Maths lessons and developed consistently over time through a mastery approach. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics.

 We aim to develop:

• a positive attitude towards mathematics  that promotes curiosity

• a deep understanding of mathematical concepts

• an appreciation of the creative aspects of mathematics and an awareness of its aesthetic appeal

• an ability to think clearly and logically

• the ability and confidence to use mathematics beyond the classroom, in practical everyday situations

• perseverance when investigating a problem

• an appreciation of mathematical pattern and relationship

• an ability to use number and computation skills with speed and accuracy

 

We want all children to be able to:

• understand basic concepts and the relationships between concepts

• access a variety of representations, both external and internal

• communicate mathematics confidently in oral and written forms

• remember basic number facts, mathematical vocabulary and notation

• conjecture, and convince others of their ideas

• gather, present and interpret data effectively

• use the mathematics they have learned in a range of contexts especially making links to everyday life

• develop perseverance and commitment through mathematics

• take pride in their presentation and their achievements

• identify and celebrate the achievements of others

 

Implementation

To ensure whole consistency and progression, the school uses the DfE approved ‘Power Maths’ scheme. This is fully aligned with the White Rose Maths scheme. To increase confidence, arithmetic sessions are also held in the afternoons.

 Within a Power Maths lesson, new concepts are shared within the context of an initial related problem, which children are able to discuss in partners. This initial problem-solving activity prompts discussion and reasoning, as well as promoting an awareness of maths in relatable real-life contexts that link to other areas of learning. In KS1, these problems are almost always presented with objects (concrete manipulatives) for children to use. Children may also use manipulatives in KS2. Teachers use careful questions to draw out children’s discussions and their reasoning. The class teacher then leads children through strategies for solving the problem, including those already discussed. Independent work provides the means for all children to develop their fluency further, before progressing to more complex related problems. Children are given a chance to reflect on their learning at the end of each lesson. Scaffolding is achieved by emphasising deep knowledge and through individual support and intervention.

 

 Impact

Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. Each lesson phase provides the means to achieve greater depth, with more able children being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within the lesson as appropriate. Formative and summative assessment is used in order to gain an understanding of the knowledge and gaps each child has. Weekly arithmetic tests ensure children have consistent use of their basic arithmetic. This goes alongside the weekly Timestable Mountain, where children from Y2 onwards challenge themselves to reach the top. Each term we have summative tests using either the White Rose tests or previous Sat papers. This enables teachers to look at gaps in knowledge and address any misconceptions.

Regular and ongoing assessment informs teaching, as well as intervention or pre-teaching, to support and enable the success of each child.