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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 work for all groups of learners Maths lessons are planned and delivered in accordance with support from the 'White Rose Maths’ small steps progression, which is underpinned by the concrete,  pictorial , abstract (CPA) approach. We also use the NCTEM and White Rose resources to support and guide our planning in  order to provide engaging, rich daily mathematics lesson for all children from Reception onwards. Lessons include whole class, group and individual work.

 

Pupils in Foundation Stage and some in Year 1, will access their maths learning through continuous provision. Mathematical concepts are introduced and built upon through a series of direct teaching sessions. Within the provision, children have the freedom to further explore these mathematical concepts through concrete resources and creative opportunities. In addition to this, they are encouraged to follow their own mathematical lines of enquiry, which are supported through effective adult modelling and interactions.

 

In Key Stage 1 we teach Maths topics in blocks in order to allow the children opportunities to grasp a topic and develop a range of techniques to solve problems in a variety of different ways- the mastery approach ( please see our Maths overviews below)

 

Each classroom has a range of mathematical resources made available for children to self-select.  These include, but are not limited to, Numicon, Diennes, place value counters, number lines and hundred squares.  Varied starting points and timely teacher interventions are utilised in response to teachers’ ongoing formative assessments through effective deployment of teaching assistants.  Some children with SEND receive a tailored programme of maths teaching in order to close their gaps.

 

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.

 

End of unit and end of block assessments from White Rose are used to support teacher assessments, and end of term assessments are used to track progress and to identify knowledge that has not been well retained.  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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