Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. (NC 2014)
At Manor Farm Junior School we believe that every child can achieve in mathematics and that it is our responsibility as teachers to provide the environment and experiences to make this possible. We believe every child can be a mathematician with the ability to reason and problem solve.
Our Maths curriculum is grounded in solid research and delivered through White Rose Maths. This approach uses a Concrete, Pictorial, Abstract (CPA) pedagogy. The rationale behind this pedagogy allows children to move objects around, touch and feel them, a vital element of developing the skill of visualisation. The manipulatives used are always appropriate to the intended learning in order to avoid misconceptions developing. The aim of this approach is to move children through the stages from concrete to abstract. The time this takes will be different for each child and should not be seen as linear. Children often move between the stages when new mathematical concepts and topics are introduced.
Every lesson starts with Flashback 4 or an exploration consisting of learning which revisits previously learned skills to build fluency and automaticity. This approach provides opportunity for the deepening and reinforcement of mathematical understanding and allows children to link old and new learning together in order to develop fluency.
Opportunities for reasoning, explanation, and clarification are provided through talk and high quality mathematical dialogue within the classroom. Teachers facilitate the lessons in order to make sure children are challenging their own thinking whilst broadening their understanding and knowledge. Questions planned for lessons develop in complexity from practising skills to application and problem solving in order for children to develop their curiosity. At Manor Farm Junior School we teach children a variety of methods to solve questions but we believe in ‘learner agency’ and encourage children to select which mathematical approach they prefer to use and deem most efficient in different scenarios.
Maths is a journey and long-term goal, achieved through exploration, clarification, practice and application over time. At each stage of learning, children should be able to demonstrate a deep, conceptual understanding of the topic and be able to build on this over time.
- Whole school Maths mastery approach
- CPA approach followed closely
- Journalling opportunities to allow for metacognitive development and stretching understanding
- Lessons begin with an exploration, allowing prior learning to be activities and a dialogue rich learning opportunities.
- Whole school long term overview outlines the skills and knowledge being taught over the year
- White Rose small steps documents used to support planning and ensure curriculum coverage
- Lessons are clearly and consistently structured to allow a combination of whole class, partner and independent learning
- The teacher and LSA live marks throughout the lesson, offering immediate feedback and addressing misconceptions
- All year groups follow the same planning structure and plan collaboratively.
- Trained Maths lead driving the subject forward in the school
- Maths interventions used to pick up misconceptions from a lesson each day
- Scaffolded and independent Maths groups to allow for clear and consistent teaching following the White Rose small steps
We achieve strong outcomes in Maths at the end of KS2 and our children make clear and consistent progress during their time with us, no matter what their starting point is. A high percentage of our pupils achieve age related expectations and the number of our children who achieve learning to a greater depth is ever increasing. Our children enjoy Maths and speak positively and confidently of the challenge they receive and the CPA approach which supports their learning.
By the end of Year 4, pupils are expected to be confident with their times tables (up to 12 x 12) and are also encouraged to recognise the relationships between multiplication tables and division facts.