At Chillingham Road we aim to make the ancient and mysterious world of maths tangible and accessible to all pupils. Moreover, we aim to inspire children to develop a lifelong love of maths through an approach that promotes curiosity and exploration alongside developing the functional skills required for future study and employment.
From an early age, pupils are encouraged to interact with mathematical equipment and wonder about numbers in the world around them. Lessons provide pupils with the opportunity to first explore new concepts using physical objects that allow them to represent problems in a tangible way. Following on from this, visual representations of concrete objects are used to illustrate problems - encouraging children to make a mental connection between the physical object they just handled and the mathematical problem they are tackling.
Only when pupils have demonstrated that they have a solid understanding at the concrete and abstract stages children are introduced to the concept at a symbolic level, using only numbers, notation, and mathematical symbols.
Mathematics has been the driving force behind advances in science, engineering and philosophy that influence the way we live today. We strive to support pupils develop the proficiency in maths needed to embark on a wide range of careers and have functional knowledge of the maths in the world around them in adulthood.
Our children are supported to develop proficiency in three key areas:
- Problem solving.
Children are given the chance to develop fluency through regular practice of calculations in maths lessons and additional opportunities to recap previously learnt material through maths meetings, songs, chants and use of online resources. In lessons, reasoning is developed through questioning which encourages pupils to draw inferences and make deductions. Children are regularly given the chance to tackle difficult problems and are supported to become resilient when faced with questions that are not immediately obvious. Teachers aim to promote an atmosphere were making mistakes is promoted. Maths is promoted as a subject that everyone can do with practice and patience.
Children are encouraged to see maths as a process and are able to articulate their methods and approaches rather than just give the correct answer. As pupils progress, they are able to think flexibly and choose the most efficient strategy to solve a given question. Pupils are encouraged to develop an understanding of why formulas and procedures work not just repeat them mindlessly. Accurate mathematical language is modelled by staff and pupils are provided with key vocabulary and sentence stems to support their ability to talk about maths.
At various points in the year pupils take part in investigations where they have a chance make predictions and test them out, working in an increasingly systematic way. Pupils have a chance to apply their maths knowledge to real life concepts and can see how maths will help them in their future careers.
Maths in Early Years consists of taught episodes alongside observations of children’s self-directed play. The environment is rich with maths resources and staff encourage pupils’ to engage in sustained shared thinking to solve problems. The focus of most learning is on early number with a long time dedicated to helping pupils make the link between numbers and quantities. Teachers follow the steps of learning outlined in the White Rose resources but bring lessons to life with a wide range of songs, games and practical activities. Accurate mathematical terminology is used and staff can look to the White Rose calculation policies for support on this as well as modelling calculations. For pupils requiring further support to access the learning frequent and timely interventions are delivered by staff to reinforce prior learning and prepare pupils for future learning.
The NCETM mastering number project is delivered as an additional maths session to help strengthen the understanding of number for all pupils.
Ks1 & kS2
Maths lessons follow the steps of learning outlined in the White Rose resources but bring lessons to life with a wide range of practical activities, games and investigations. Teachers should use their own judgement for deciding the content of each lesson with White Rose small steps being combined into one lesson or spread out over more depending on pupils needs.
Fluency meetings, which recap previously learnt content should happen regularly and provide pupils with a chance to reinforce previously learnt skills as well as discuss different strategies and develop speed. By freeing the teacher up from delivering new learning this also staff time to focus on bottom 20% of pupils.
In KS1 the NCETM mastering number project is delivered as an additional maths session to help strengthen the understanding of number for all pupils.
In addition to our regular maths lessons where children learn new content, pupils have shorter maths meetings several times a week. These are a chance to reinforce previously learnt topics. In EYFS and KS1 this includes pupils taking part in whole class songs, chants and activities which maximize participation. In KS2 it is a chance for pupils to become fluent with key number facts such as times tables and completing different operations at speed. Teachers plan these maths meetings based on identified gaps in learning and use this time to target specific objectives as well as specific pupils.