Maths

"We are Mathematicians"

INTENT

At Wrington Church of England Primary School we follow a Teaching for Mastery Approach and have chosen to use White Rose Maths approach to support our maths curriculum. The White Rose Maths approach ensures continuity and there is clear progression across all year groups. The philosophy behind White Rose Maths focuses on making maths fun for children helping them to find enjoyment in number problems. We aspire to the children making rich connections across mathematical ideas of fluency, mathematical reasoning and competence in solving problems. We encourage the children to believe in themselves as mathematicians and develop the power of resilience and perseverance when faced with mathematical challenges.

IMPLEMENTATION

Teacher planning ensures progression and differentiation.
Children record using this White Rose booklets and blue maths books.
Extension activities provided.
Daily maths lessons are taught in Year 1-6.
EYFS pupils are given daily mathematical experiences. These can be whole class sessions / group activities or through child-initiated learning.
White Rose booklets are used to record learning as well as squared maths books when needed.
Children use Times Tables Rock Stars to improve their recall of Times Tables.
Teachers use a variety of resources to support learning.
Teachers share Wagolls (What a go one looks like) to share work / concepts / strategies.
Children model / share answers with the whole class and explain their understanding.
Use of manipulatives to support learning.
In Key Stage 2 children are given differentiated Mental Maths books for homework.
Children are encouraged to be active during maths on occasions – for example, teachers use BBC Supermovers.
Children attend the Primary Maths Festival held at Wells Cathedral

IMPACT

As a result of our Maths teaching you will see children who are engaged and challenged in maths and who can confidently talk about maths and their mathematical learning.

Lessons use a variety of resources and maths manipulatives to support the children with their learning.

Children are assessed using ‘Assessment for Learning’ Strategies as part of our ongoing teaching and learning process. The information is gathered through questioning, observations, holding up of white boards, marking of children’s work and pupil feedback, formal assessments and end of block / unit assessments.

Teachers make use of diagnostic questioning and through marking and feedback to identify misconceptions. Children are also taught to assess and evaluate their own understanding of a concept and learn from their mistakes and we aid them in identifying their own areas for improvement.

Pupil Progress meetings ensure that learning is tracked and monitored to ensure that all children make good progress.

Progression of Calculation Strategies

Addition and Subtraction
Multiplication and Division