Our intent for Maths is:
- Our approach to teaching Maths is grounded in the three elements of our school vision: relationships, an innovative approach to teaching and having the highest expectations.
- Our aim is to inspire and challenge our children, through a safe and happy learning environment, to achieve excellent standards including all aspects of the National Curriculum for Maths
- To equip our children with mathematical proficiency they need in order to work mathematically in a range of styles and genres
- To engage and excite our children in Maths through an innovative approach that uses a clear teaching sequence and builds on children’s prior knowledge and skills. This ensures that all children, regardless of background or circumstance, are able to access all mathematical strands and have the opportunities to make meaningful and relevant connections through their reasoning and problem solving.
- To inspire a love for maths so that children have a sense of pride when presenting their work
- To enable our children to articulate their learning confidently and to remember knowledge and vocabulary
- To provide a consistent whole school approach to teaching arithmetic
- To ensure that any gaps in learning, as a result of COVID, are closed and pupils meet age related expectations in mathematics
- To prepare and inspire our children for further learning in mathematics in secondary school and beyond
The term ‘Mathematical Proficiency’ captures what it means for anyone to learn mathematics successfully. Mathematical proficiency consists of the above five components, or strands.
In EYFS, maths is taught through a number based approach. In Nursery, children sing number songs and engage in short, focussed sessions with adults. In Reception, children explore a wide range of concepts such as 1 more/1 less, addition, subtraction, shape, money, time and measure for a given number over a 2-week period.
Adults use resources that deepen children's knowledge and there are opportunities for reasoning and problem solving through adult questioning both in taught sessions and in play. Throughout EYFS, there are regular and frequent opportunities for exploring with numbers as well as shape space and measure in the areas of provision, where adults regularly encourage and model mathematical concepts.
In years 1-6, there are 3 pillars of maths:
Early Bird Maths is used across KS1 and 2. This focuses purely on calculations and arithmetic strategies. Children are exposed to this daily. Misconceptions are addressed during these sessions, to ensure the children are becoming fluent and confident with a range of calculations.
The CPR Model, based on research by the NCETM, focuses around the 5 strands of Mathematical Proficiency, using a structure developed over the week with regular revisiting and over learning to create a deeply embedded understanding of all areas of maths.
The model consists of:
- Conceptual Understanding: A focus on the mathematical concept and vocabulary acquisition
- Procedural Fluency: Practicing the concept in a variety of representations.
- Reasoning and Problem Solving: Applying the understanding of the concept and procedure, to confidently reason and solve problems.
The CPR model allows opportunities for children to achieve a greater depth of proficiency, as well as offering repeated opportunities for struggling learners to address misconceptions, in line with the KUNCU approach. During a week a mathematical concept, taken from the National Curriculum is mastered.
Every Friday session is an 'Arithmetic Clinic' session. The focus of these sessions is to provide the opportunity for children to access a wider variety of maths content and is not directly linked to the learning in the CPR model. The focus is about using known facts and instant recall in KS1 into efficiently using calculation methods for a wide range of arithmetic skills into KS2.
From Year 2, teachers work on a 2 week cycle.
In week 1 provide children published arithmetic tests, which children work through, identifying areas they feel less certain on. Children then check their work with their partners before sharing the areas for development with the teacher. These areas then become the focus for upcoming Early Bird work as well as the focus for week 2 of Arithmetic Clinic cycle.
In week 2, the teacher models how to answer the questions which were causing uncertainties, then provides opportunities for children to safely practise with partners and allowing the teacher to intervene if required.
The cycle then begins again, with new areas identified
- Children can talk confidently about Maths and the concepts surrounding the CPR model
- Children have a genuine love for Maths and challenge one another in a safe environment
- Children have excellent arithmetic strategies and determine the most efficient strategies to suit them
- Children reason and problem solve with confidence
- Children are passionate about maths
- Pupils can access age related mathematical objectives (supported for some by KUNCU strategies) and all children have opportunity to demonstrate to a greater depth of understanding.
- End of key stage data is in line with or above national