At Eastry C.E Primary, we believe that maths is a skill we use on a daily basis and is an essential part of everyday life. Therefore, mathematics forms an important part of our broad and balanced curriculum where we endeavour to ensure that children develop an enjoyment and enthusiasm for the subject, as well as fulfil their God given potential.
We also believe that unlocking mathematical fluency, confidence and competence in maths produces secure knowledge and understanding that can be used as a vital foundation for future learning.
In line with the National Curriculum Objectives for Mathematics, our intent is that all pupils become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
Along with delivering a high-quality, clear and progressive curriculum, our aim is to develop a positive culture of deep understanding through reasoning mathematically, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
Children should develop the ability to solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
The teaching and learning of mathematics at Eastry CE Primary school is given high importance. Staff are highly trained in relevant CPD and maths is timetabled daily in each class. Enrichment opportunities to link maths knowledge and understanding are also applied in other areas of the curriculum, such as Forest School, Science, PE and design. Each lesson is introduced through a ‘learning question’ which enables open ended learning opportunities and every child will take part in a starter challenge which will focus on mental maths, with place value understanding being a central priority.
Teaching is underpinned by careful curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge. We follow the White Rose Scheme of Maths where lessons are structured in small progressive steps. Our comprehensive, clear and progressive calculation policy supports this and every lesson is planned to deepen the children’s understanding, giving opportunities for all children to be challenged.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. Pupils who grasp concepts rapidly will be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice.
Additionally, for those children with SEND, highly differentiated lessons are taught and where the gap is significant, specific interventions and booster groups may take place.
As a school, we recognise that the key to unlocking the potential in our children is through the development of basic mathematical skills and the understanding of mathematical concepts. We therefore place great emphasis on place value understanding. We also encourage the use of concrete resources (which are accessible in every class) and pictorial representations at all ages, to enable children to fully understand the concepts and principles, when presented with abstract calculations and questions.
The range of challenging activities taught also allows children to develop fluency, make links in their learning, work systematically and use a range of mathematical language in the correct context.
In summary, the ‘5 principles of mastery’ model exemplifies our aims in relation to the teaching and learning of mathematics:
Our main aim is that children leave Eastry C.E Primary School with a wide range of skills in mathematics formed through interesting and engaging lessons driven through experiences that enhance every child’s awareness of their own abilities and strengths as a learner; thus, ensuring that children take responsibility for their learning, grown in independence and resilience and challenge themselves to achieve the best that they possibly can.
We aim for children to meet the National Curriculum expectations in mathematics, which is taught by qualified staff who support children to develop mastery of concepts and inspire enthusiasm and interest in mathematics; ensuring that maths is seen as a life-long subject and that children understand the relevance and importance of what they are learning in relation to real world concepts.
Children should have a positive view of maths due to learning in an environment where maths is promoted as being an exciting and enjoyable subject in which they can investigate and ask questions; they know that it is OK to be ‘wrong’ and that this can strengthen their learning because the journey to finding an answer is most important. Children are confident to ‘have a go’ and choose the equipment they need to help them to learn along with the strategies they think are best suited to each problem.
Formative assessment takes place through marking and verbal feedback. Misconceptions are quickly addressed and if necessary, children are supported through swift ‘think pink’ interventions to close the gap.
Throughout the school, we aim for our maths books to evidence work of a high standard of which children clearly take pride and the range of activities demonstrate good coverage of fluency, reasoning and problem solving. Books are moderated both internally and externally and lessons are observed through informal and formal learning walks.
We hope that these videos will support you with understanding our school maths calculation policy in practise and that it can be used as a guide to support you and your child; by following the procedural steps and using a range of similar resources to those that we use in school.