At Bracebridge Infant and Nursery School we believe all our children can be successful mathematicians. We use Power Maths as a basis of our daily maths lessons. Power Maths is an exciting mastery approach, which has been recommended by the DfE, that works for every child. It is based upon the concrete, pictorial and abstract approach.
We intend to make Maths meaningful, exciting and engaging. We place great emphasis upon developing the key knowledge in mathematics so that all children can apply a solid understanding of number, data handling, shape, space and measures, in order to solve problems in a wide range of real-life situations. We want children to think like mathematicians
We intend to use a variety of teaching methods and resources that allow all pupils equal access to mathematics and to experience success and enjoyment. Over time, children will become resilient learners who are able to accept that to struggle is a necessary step in their learning.
Children will be appropriately challenged and supported through varied fluency, reasoning and problem solving. Irrespective of personal starting points, children will explore maths in depth, and use a range of mathematical vocabulary to reason and explain. Pupils will persevere by building on previous knowledge and skills, and apply these to a wide variety of contexts both within maths and across the curriculum. They will appreciate the relevance of maths in real life situations, recognising that it is not simply ‘sums’ and ‘rules’.
We implement our approach through high quality teaching and the delivery of appropriately pitched daily Maths lessons across school from the EYFS to Year 2.
In Nursery, Maths is incorporated into the provision areas both indoors and outdoors. Children explore and practice key early maths knowledge through daily singing and counting activities as well as receiving an adult led maths input on a weekly basis. Group and individual next steps are planned using the EYFS frame and the schools own progression document.
In Reception, Maths is also incorporated into the provision areas both indoors and outdoors with challenges for children to undertake independently or with appropriate support and questioning from an adult. Reception children also undertake a daily Power Maths input with the class teacher and where appropriate this is followed by a more focused maths activity. These activities are planned to build and develop the children’s mathematical knowledge.
In Years 1 and 2, children are taught maths through daily ‘Power Maths’ lessons. The learning is broken down into small achievable steps. A lesson consists of a range of opportunities to discover, share, think together, practice and reflect. The daily sessions are taught in a way that spark curiosity and excitement and help to nurture each child’s confidence. Where children require additional support, ‘scaffolds’ are used to support children further to ensure that they have secured the small step before moving on. For children who understand a concept quicker, a deepening challenge is set to further develop their mathematical knowledge and thinking. The idea behind this, is that children look deeper into a concept to solidify their understanding. Thus, developing and building upon their knowledge - again encouraging them to think like Mathematicians
Daily assessment is incorporated throughout the ‘Power Maths’ lesson through live and verbal feedback. Where children require additional support, ‘learning surgeries’ are used to support children ensuring that they are ready for the next ‘small step’.
Termly assessments are used as a diagnostic tool to ensure that teachers are adapting learning to meet the needs of all children and ensure that any necessary interventions are targeted specifically to meet the needs of children.
Ongoing formative assessment takes place within each maths lesson. This includes: teacher observations, questioning, discussions and marking and feedback. These outcomes are fed forward into timely teacher intervention and subsequent planning to ensure gaps in knowledge are closed and progress is not limited.
Outcomes from both end of unit and end of term assessments are used to identify gaps in knowledge and will inform future planning. Pupil progress will also identify precise actions and objectives for targeted focus children, including the lowest 20% who are not likely to meet end of year expectations and/or not making expected progress.
We also use a system of pre-teaching and flashbacks to teach new skills and assess previous skills and knowledge taught throughout and at the start of different units of work
Help at home
We believe that quick retrieval of number facts is a fundamental part in developing your child’s understanding of number and that it plays a key role in solving mental maths calculations. It is likely that children who have problems retrieving addition, subtraction, multiplication, and division facts, including number bonds and multiples, will have difficulty understanding and using mathematical concepts they encounter later on in their lessons.
Here is a useful website with lots of other ideas on how you can help with Maths at home: