Mathematics

Mathematical thinking is an important discipline, which can be used to describe the world around us and can help us solve problems. Through application of mathematical skills and knowledge, we observe patterns, discover concepts and seek truth.

At Shiplake CE Primary School we have adopted a ‘mastery approach’ to the teaching of mathematics. Through this approach we intend to make the subject accessible to all pupils and allow them all to develop mathematical knowledge and skills. We introduce pupils to concepts in a logical progression while rigorously revisiting previously taught material to develop and secure pupil understanding.

Pupils are taught in whole-class settings, all working together on the same objectives and concepts. These are presented using a combination of concrete manipulatives, pictorial representations and abstract representations.  In this way the ‘ceiling’ is removed from the children’s progression as they are all provided with the same opportunity to develop their knowledge and understanding. For those who fail to grasp concepts or skills, classroom support and additional interventions are put in place to ensure pupils make the best progress that they possibly can.

Pupils hone their skills and consolidate their understanding by practising known skills and applying facts in a range of contexts. It is our intention that providing a variety of mathematically rich experiences will help develop the children’s understanding of the elegance and beauty of mathematics and how its associated knowledge and skills are of great value.

It is our intention that our approach to the teaching of mathematics, will develop pupils’ love of the subject and their appreciation of its value while removing the view that maths is something you ‘get or don’t get’.  

The National Curriculum for Mathematics (Sept 2013) is the basis for implementing the statutory requirements for maths. The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. To support the organisation of the school curriculum, Shiplake CE Primary uses the White Rose scheme of work. The White Rose scheme takes a mastery approach to the teaching of mathematics and it is for this reason it has been chosen.

The Whiterose scheme is used a structuring tool for the school curriculum and informs teachers of a logical order for mathematical concepts to be taught in. This is so that children may build clear, supported mathematical understanding and to avoid any gaps in knowledge or skills.

The Whiterose scheme is not used to show the amount of time that should be spent on each subject area and is not the only resource that the children are exposed to. This is because pupils may require more practise in one area than another in order to build up an appropriate level of mathematical fluency before moving on. Teachers are free to use other resources in order to present concepts in a variety of ways in order to  make sure all types of learners are able to access lessons and to enrich mathematical learning.

Regular revisiting of subjects according what has already been taught is also applied to daily maths teaching so that a concept is not covered and then allowed to be forgotten. Regular revisiting is a key part of developing mathematical fluency and problem solving.

Maths is taught daily by all year groups. A one hour daily slot is provided for maths in key stage 1 and in key stage 2. In the Foundation Stage children are introduced to short daily whole class teaching sessions. Key maths skills are then extended through child initiated activities and further small group sessions which are adult led.

There are also opportunities for maths to be linked to other curriculum areas through a range of tasks and activities. This provides the opportunity to apply mathematical thinking and skills to a wider range of situations.

The children’s progress is measured within lessons against the lesson objective. These informal teacher assessments show how well pupils have grasped different contexts and inform future teaching. Pupils are also assessed three times a year using formal assessment papers. These assessments measure pupil progress and how well they are learning independently.