Mathematics teaches children how to make sense of the world around them through developing their ability to calculate, reason and solve problems.
At Glebe we believe that mathematics 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.
Article 28 – Children have the right to a good quality education.
Article 29 – Education should help children to develop their talents and abilities.
Mrs Surjit Nandra, Mrs Ngozi Anajuba
Intent, Implementation and Impact
Article 3 (best interests of the child) The best interests of the child must be a top priority in all decisions and actions that affect children.
Article 28 (right to education) Every child has the right to an education.
Article 29 (goals of education) Education must develop every child’s personality, talents and abilities to the full.
The essential idea behind mastery is that all children need a deep understanding of the mathematics they are learning so that future mathematical learning is built on solid foundations which do not need to be re-taught; there is no need for separate catch-up programmes due to some children falling behind (however we acknowledge there will be children who will need interventions for further support); children who, under other teaching approaches, can often fall a long way behind, are better able to keep up with their peers, so that gaps in attainment are narrowed whilst the attainment of all is raised.
A true understanding of these ideas will probably come about only after discussion with other teachers and by exploring how the ideas are reflected in day-to-day maths teaching, but here’s a flavour of what lies behind them:
Lessons are broken down into small connected steps that gradually unfold the concept, providing access for all children and leading to a generalisation of the concept and the ability to apply the concept to a range of contexts.
Representation and Structure
Representations used in lessons expose the mathematical structure being taught, the aim being that students can do the maths without recourse to the representation
If taught ideas are to be understood deeply, they must not merely be passively received but must be worked on by the student: thought about, reasoned with and discussed with others
Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics
Variation is twofold. It is firstly about how the teacher represents the concept being taught, often in more than one way, to draw attention to critical aspects, and to develop deep and holistic understanding. It is also about the sequencing of the episodes, activities and exercises used within a lesson and follow up practice, paying attention to what is kept the same and what changes, to connect the mathematics and draw attention to mathematical relationships and structure.
The Five Big Ideas were first published by the NCETM in 2017.
Maths in EYFS
- The mastery approach to mathematics also embraces the Characteristics of Effective Learning as stated in the Development Matters document.
- Direct teaching could be with whole class or smaller groups and will be adult led and successful learning should be observed and assessed independent of this.
- Children will recognise and be encouraged to use mathematical symbols alongside less formal jottings and recordings.
- Opportunities for children to make connections and incorporate their mathematics into a variety of contexts during child-initiated play should be given and encouraged. Adults will encourage children to use appropriate vocabulary in play contexts and where appropriate model mathematical concepts and question children, on order to extend their mathematical reasoning and problem solving.
- Talking about and extending children in play contexts will help children to make connections and deepen their understanding
At Glebe Primary School, children study mathematics daily following the White Rose Maths Scheme of Learning. WRM is a blocked scheme, which allows for depth and breadth of learning within each strand of mathematics. The material used to support the deliverance of our school scheme of work is from various sources, as well as the National Curriculum. The materials include a range of text books, teacher files. For example:
Maths on Target workbooks, Headstart work books, CGP Workbooks, White Rose and NCETM resources.
White Rose Maths: FREE WORKBOOKS ON KINDLE STORE
White Rose Maths is excited to have produced a range of free work booklets for parents and children to use. These booklets can be found on Amazon for the Kindle or downloaded below. There is one booklet for each of our blocks for Y1 to Y6.
Fluent in Five: The approach behind Fluent in Five is regular practice of mental and written arithmetic skills is important in order to keep calculation skills fresh. Fluent in Five has been designed to help children to distinguish between mental and written methods. This ultimately develops a child’s ability to complete all the questions in an arithmetic test in the limited time that they are given. Teachers will also use this as an opportunity to address misconceptions and gaps in arithmetic from termly assessment.
Teachers will use Third Space Learning progression and weekly overview to guide the teaching of Fluent in Five.
Times Table Rock stars and PiXL DDT - We have chosen to incorporate TTRS to ensure our children are provided a fun, challenge way to develop a rapid and accurate recall of their times table Children are incentivised to engage with TTRS through a whole school competition which sees children compete for title of Most Rapid, Most Accurate and Rock Hero Status. Teachers ensure that their times table accuracy is monitored through TTRS assessment and through the use of PiXL DDT resources.
Progression in Calculation
We have adopted a calculation policy that introduces key concepts using a concrete, pictorial, abstract approach. Pupils can progress through the concepts at their own pace. The documents are split into four documents: addition, subtraction, division and multiplication. This is to allow staff and parents to see the progression from EYFS to Year 6 for each operation.
At Glebe Primary School, the expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. We aim for each child to be confident in each yearly objective and develop their ability to use this knowledge to develop a greater depth understanding to solve varied fluency problems as well as problem solving and reasoning questions. Furthermore, a mathematical concept or skill has been mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.
- Children demonstrate quick recall of facts and procedures. This includes the recollection of the times tables.
- The flexibility and fluidity to move between different contexts and representations of mathematics.
- The ability to recognise relationships and make connections in mathematics.
- Children show confidence in believing that they will achieve.
- Children show a high level of pride in the presentation and understanding of the work
However, decisions about when to progress will always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly are challenged through rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material consolidate their understanding, including through additional practice, before moving on. Where necessary, earlier material should consolidate their understanding, including through additional practice, before moving on.
At Glebe we teach pupils to master the skill of mathematics. Mastery means having a secure understanding of mathematical concepts and processes, combined with a genuine procedural fluency. A child who has mastered a particular skill is able to apply their understanding and solve different types of problems, including where the skill is either embedded in a different context, or where a choice of method has to be made.
Some children will be able to achieve mastery at a higher level. This means that they are able to apply their understanding of a concept in a wider variety of contexts, some of which are more difficult. They can manipulate the facts they know and the skills they possess in order to solve more complex problems.
Every pupil from Year 1 to Year 6 are set homework weekly through MyMaths or appropriate resources that are relevant to the children's learning. Google Classroom will be used to communicate and deliver any relevant information regarding specific homework for the week. Teachers will select relevant activities that match the learning that is taking place in lessons. Pupils receive instant feedback and there are opportunities to repeat tasks if necessary.
Times Table Rockstars
To support the learning of the times table facts we promote the use of Times Table Rockstars. Pupils are encouraged to login in weekly. There is a display to celebrate different categories and winners are announced weekly.
During the year we take part in various external maths competitions. For example, the National Young Mathematicians Award organised by Explore Learning and the Primary Maths Challenge organised by the Mathematical Association.