Maths

Maths

Maths at Greatham Primary School aims to develop students’ mathematical confidence which will help students build a positive relationship with maths allowing them to become more resilient learners. The mastery maths journey we are embarking on provides and supports an ambitious, knowledge-rich curriculum supporting a broad, balanced and secure approach to the teaching of mathematics. Teaching is supported by “The Big 5 Ideas” where teachers use coherence, representation and structure, mathematical thinking, fluency and both conceptual and procedural variation to ensure effective learning.

Intent

We recognise that Mathematics is essential in our pupils’ everyday lives, stimulating experiences that pupils are likely to encounter in later life, be it employment focused or day-to-day tasks. Regular learning and practise are recognised as essential in order to develop a rapid recall of number facts, efficiency in procedures and a deepened knowledge of mathematical concepts. We aim to ensure that our pupils:

• Develop conceptual understanding by using models, pictorials and concrete resources so that children become fluent in the fundamentals of mathematics
• Develop mathematical language to support learning promoting the ability to reason mathematically
• Can solve problems by applying their mathematic strategies
• To develop resilient children who are confident and enthused about mathematics
• To provide ‘purposeful maths’ through application of mathematical skills and knowledge to the world around them
• To prepare children for the challenges of Y4 Statutory MTC (Further information for parents)

Implementation

Working together at Greatham enables our teaching to have a passionate and relentless drive to continually improve outcomes. We follow the 2014 National Curriculum for Mathematics. This ensures that pupils:

• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.  
• Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language  
• Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.  

Teaching is underpinned by methodological curriculum design, with units of work that focus in depth on topics. Lessons and resources are crafted carefully to foster deep conceptual and procedural knowledge. Teachers draw from a range of high-quality resources such as White Rose Maths schemes, Maths No Problem, Gareth Metcalf and NCETM to expose children to a variety of fluency, reasoning and problem-solving opportunities. Concrete, pictorial and abstract approaches are used to develop conceptual understanding. Teachers make clear links to real-life contexts to further broaden children’s ability to apply their mathematical knowledge. The EYFS early learning goals also include problem solving. Providing a range of puzzles and other problems helps pupils to reason strategically to:

• find possible ways into solving a problem
• sequence an unfolding solution to a problem
• use recording to help their thinking about the next step.

Maths lessons are structured using a ‘Talk, Practise, Problem Solve’ approach to support mastery teaching. Daily timetabled sessions are allocated for teaching and practise of retrieval, time tables recall and mastery teaching:

• UFOs: independent, modelled practise of previously taught concepts and facts
• Speed Tables / Counting stick: a 90 second speed recall activity
• Mastery Teaching: units of teaching broken down into small, focused steps of learning, providing opportunity for practise and purposeful application

Teaching in order to raise the profile of Times Table knowledge is clear in year groups to ensure the children have met the curriculum objectives by the end of Year Four. To support the children with their multiplication practice, children access ‘Times Table Rockstars’ as an online learning platform which also offer resources to be used in the classroom. 

Same day interventions at Greatham support pupils and staff in:

• improving progress and attainment
• plugging gaps and catching up
• developing arithmetic and reasoning skills
• building confidence and engagement

Children are assessed on a termly basis followed by a gap analysis. Any gaps in learning identified by teachers are addressed as a priority.

Impact

The intended impact of our curriculum is that children build and develop detailed mathematical knowledge, allowing them to have an all-encompassing understanding of maths in the world around them. We aim to equip children with the confidence and skills needed to tackle reasoning and problem-solving tasks as well as an enthusiasm in discussing their learning and their experience of maths.

• A clear understanding of the skills and knowledge promoted within maths
• Progression of the vocabulary used to articulate learning and experiences as a Mathematician
• A broad, balanced and engaging curriculum allowing the development of a wide range of maths skills
• Clear progression of skills across the maths curriculum

Additional Information

Greatham work closely with the Archimedes Maths Hub in the Primary Mastery Development Programme. All staff are provided with ongoing CPD to ensure the latest and most relevant training is provided to support our mastery teaching.

Websites to support maths:

• Times Tables Rock Stars (ttrockstars.com)
• Home Learning | White Rose Maths
• BBC iPlayer – Numberblocks
• Topmarks Education: teaching resources, interactive resources, worksheets, homework, exam and revision help

Maths Support

Click below to download the end of year maths expectations for each year group with tips on how to help your child at home.