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Maths

Here is a snapshot of the school’s approach towards maths and outlines how maths is taught in our school.

 

At Stanley we aim to:

  1. Develop a positive attitude to maths as an interesting and exciting subject in which all children gain success and pleasure.
  2. Develop mathematical understanding through systematic direct teaching of appropriate learning objectives
  3. Encourage the effective use of maths as a tool in a wide range of problem solving activities within school and, subsequently, adult life
  4. Develop an ability in the children to express themselves fluently, to talk about the subject with assurance, using correct mathematical language and vocabulary
  5. Develop mathematical skills and knowledge and quick recall of basic facts
  6. Develop a range of efficient mental calculation strategies for all four operations
  7. Be confident using written calculation methods for all four operations.

 

Planning

Planning in mathematics is in line with the structures and recommendations outlined in the National Curriculum Programmes of Study. Across all year groups we follow medium term programs of study, which map out the year’s curriculum across the three terms.

Our weekly plans list the specific learning objectives for each lesson and give details of how the lessons are to be taught. Day to day, small, progressive steps are made in order for all children to understand key concepts and provide the basis for deeper learning.

Reception to Year 6 uses the programme ‘Maths No Problem’. This programme is based on the Singapore approach to mathematics teaching. The programme is based around three principles: that conceptual understanding is key; that children must be able to speak in full sentences and use correct mathematical vocabulary so that they can be successful at reasoning and problem solving. Maths no Problem uses problem solving as a way to promote these principles. We supplement this programme with additional, rich tasks to allow key concepts to be explored in different ways. This scheme has been selected, as a model mastery scheme by the NCETM (National College for Excellence in the Teaching of Mathematics) for three years running.

 

Resources

One of the main aspects of ‘Maths No Problem’ is the concrete-pictorial-abstract approach (CPA), which insists that children understand key concepts using concrete resources, are exposed to and can record scenarios using pictures and can then apply this understanding in an abstract way e.g. using number and operations. It is important that links between the three stages are explicitly made during teaching and that all children, regardless of ability or age, are exposed to a variety of different representations as a result of being taught to approach a problem in a variety of ways. Resources should be removed at an appropriate stage where conceptual understanding is secure, so they are not used procedurally during calculations.

 

Lesson structure

The structure of a lesson will vary based on the topic covered and the needs of pupils. Steps throughout a lesson are small to ensure that all pupils understand the key concepts before they are exposed to new ones. It is important that nothing is assumed and that all key prior knowledge is revisited as appropriate. It is expected that all pupils have the opportunity to apply their understanding of a topic as a result of their exposure to rich and deep mathematical problems.

 

During a lesson, children will be given the opportunity to practice new skills, apply these skills I in a variety of ways and reason and explain about the concept. It is expected that the majority of pupils reach a depth task in the majority of lessons. These four key elements form the structure of a typical worksheet, where the number of each question type is limited to allow progression to the depth questions.

 

Differentiation

The majority of children in a class move through the programme of study at broadly the same pace and the teaching input is aimed at all children during lessons. Children in all classes sit in mixed ability pairings to allow collaborative learning, exposure to different opinions about the same work and regular opportunities for discussion of answers to support pupils’ reasoning skills and check and deepen their understanding. Learners are supported by the structure of the lesson, their peers and additional adults as well as scaffolds provided by teachers. Children are extended as a result of higher order questioning where conjectures and generalisations are required and consistent exposure to rich tasks, rather than acceleration to new content. It is expected that all pupils will experience challenge in a lesson.

 

Maths Chase is a site where you can quickly test your times tables. The site is a very simple game and a really fun way for children to learn their times tables - here's the link: https://www.mathschase.com/

 

Mathematics Policy


Stanley Primary School, Strathmore Road, Teddington, Middlesex, TW11 8UH

Tel: 020 8977 4858