Here at Woore, we aim for every child to feel confident with their own mathematical ability. We want children to enjoy and develop a love for maths whilst also becoming fluent in the fundamentals of mathematics and being able to use their knowledge to reason and solve problems. Despite having mixed age classes, teachers are confident and experienced with delivering quality first teaching in mathematics, that ensures each year group are taught the appropriate objectives. When children leave Woore, our expectation is that all children are ready for the next stage of their mathematical education and will have a clear understanding of the importance maths has in everyday life.
Schemes of Learning
Across all classes, we use the White Rose Maths Scheme within our lessons. These lessons focus on fluency, reasoning and problem solving and also follow the CPA (concrete, pictorial, abstract) approach, which is proven to deepen children’s understanding of maths. Teachers carefully select a range of questions from the White Rose materials to ensure that the needs of individual children are met. You can find out more about who White Rose are here https://whiterosemaths.com/who-we-are/about-white-rose-maths/
Alongside White Rose, teachers use Classroom Secrets and other high quality resources to supplement children’s exposure to reasoning and problem solving. This allows children of all abilities to have access to a range of appropriate, yet challenging reasoning and problem solving activities.
We have recently purchased a wide range of engaging manipulatives and resources to support children of all ages with their mathematical learning. Children are taught how to use these effectively and have the freedom to use any of these recourses when they need to. These include: Numicon, bead strings, numberlines, base 10, times table grids, shapes, ten frames, money, geometry sets and place value counters.
For some children, maths can be a very difficult and daunting prospect. These children are identified quickly and provided with support through targeted interventions. We have recently purchased a new intervention called NumberStacks, which aims to build children’s confidence and ability in the key areas of the primary maths curriculum. It uses a unique combination of stackable place value counter and video tutorials. Each NumberStacks session is either 1:1 or very small groups, to create a highly targeted intervention.
The teaching of times tables is a priority across KS1 and KS2. By the end of Year 4, children are expected to know their tables up to 12 x 12 fluently, in readiness for the statutory multiplication check. Teachers use a variety of rich, engaging resources to help children embed their times tables and transfer this knowledge to their long term memory. Technology, through apps such as ‘Hit the Button’, are used to develop children’s response time to questions. Times tables are of vital importance to support children in other areas of mathematics.
We have recently joined a new programme for early primary pupils called NCETM Mastering Number. The project aims to secure firm foundations in the development of good number sense for all children from Reception through to Year 2. The programme’s aim is, that over time, children will leave KS1 with fluency in calculation and increase their confidence and flexibility with number. Class 1 and Class 2 teachers have had extensive and ongoing training through NCETM, to deliver these highly focussed and practical short lessons.
Through Years 1 -6, MyMaths is used as a regular homework activity. Children are set homework that either links to their current learning in class or is a revision of previously taught objectives. These short, high engaging, online tasks provide the opportunity for children to embed their knowledge whilst also allowing teachers to identify children’s strengths and weaknesses.
Our assessment of mathematics is daily and ongoing. Teachers and teaching assistants live mark to ensure misconceptions are identified and addressed as soon as they appear. Children are given time to respond to this and demonstrate the progress they are making across a series of lessons.
We also use NFER tests once termly as a summative assessment. This enables teachers to track progress and also plan ahead for any gaps identified. Children in Years 2 and 6 sit past SATS papers in preparation for end of Key Stage assessments.