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Mathematics

 

MATHS

 

Intent

When teaching mathematics at Bracebridge Infant and Nursery School  we aim to make Maths meaningful, exciting and engaging. We place great emphasis upon developing the key skills in mathematics so that your child 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 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’.

 

Implementation

We implement our approach through high quality teaching and the delivery of appropriately pitched daily Maths lessons across school from EYFS to Year 2

 

In Nursery, children receive an adult led maths input on a weekly basis which focus on areas for development as identified through observations. Next steps are based on NCETM early years progression documents which identify stages most children will progress through on their mathematical journey. Maths is accessible through different areas of indoor and outdoor provision, where adult interactions through questioning and use of resources helps children to achieve their next step in mathematical development.

 

In Reception, children follow the mastery scheme of ‘White Rose’ which transports children on their ‘journey to mastery’ learning the fundamentals behind the meanings of numbers to 20 and exploring other key mathematical areas, including shape and measurement. Children experience daily teaching inputs, followed by a weekly focused maths activity which builds upon this teaching. A maths area in class is used by children where they can independently access different mathematical resources. Maths is also accessible through different areas of indoor and outdoor provision, where adult interactions through questioning and use of resources helps children to achieve their next step in mathematical development.

 

In Years 1 and 2, children are taught through ‘Power Maths’ which complements the early learning of our EYFS children on ‘White Rose’ maths. Power Maths is designed to spark curiosity and excitement and help nurture confidence in maths and is a recommended high-quality textbook which has been judged as ‘fully delivering a mastery approach’. 

 

Power Maths uses ‘small steps’ to break down the teaching sequence into small achievable steps. 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, ‘stretch’ challenges are used to deepen and challenge learners further within the curriculum area. Progression documents are carefully used to ensure that children are not being stretched outside their year group but rather deepened within it.

 

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.

 

Maths is used across the curriculum as a method of embedding current skills as well as showing the purpose of why we need maths in everyday life

 

Impact

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

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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. We have developed our Maths homework in order to work together with parents to help their child learn these key addition facts. This has helped to build the children’s understanding, confidence and enthusiasm for number.

 

Here is a useful website with lots of other ideas on how you can help with Maths at home:

http://www.familymathstoolkit.org.uk/

 


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