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Maths

Intent

When teaching mathematics at Woodrow, we intend to provide a curriculum which caters for the needs of all individuals. We incorporate sustained levels of challenge through varied and high quality activities with a focus on fluency, reasoning and problem solving. Pupils are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings. A wide range of mathematical resources are used and pupils are taught to show their workings in a concrete fashion, before establishing ways of pictorially and formally representing their understanding. They are taught to explain their choice of methods and develop their mathematical reasoning skills. We encourage resilience and acceptance that struggle is often a necessary step in learning. Our wider Mantle of the Expert based approach provides excellent opportunity for mathematics to be applied in ‘real life’ contexts.

 

Implementation

We implement our approach through high quality teaching delivering appropriately challenging work for all individuals. To support us we have a range of mathematical resources in classrooms including Numicon, Base10 and counters. We also use a range of planning resources including those provided by the White Rose Hubs, NCETM and NRICH. We continuously strive to better ourselves and frequently share ideas and things that have been particularly effective. We also take part in training opportunities and regional networking events. Through our teaching we continuously monitor pupils’ progress against expected attainment for their age, making formative assessment notes where appropriate and using these to inform our discussions in termly Pupil Progress Meetings and update our summative school tracker. The main purpose of all assessment is to always ensure that we are providing excellent provision for every child.

 

Impact

The impact our mathematical philosophy for teaching and learning is having can be seen across the school:

 

Children

There has been over a 50% increase in the amount of children achieving the expected levels in Foundation Stage since the new curriculum was introduced in 2013-14.

In KS1 and KS2 the new curriculum has only been in place since 2016-17 and we continue to monitor its impact closely. However, over the two years of new curriculum, children in mathematics are showing extremely encouraging progress from the end of Foundation Stage to end of KS1.

 

Children say:

(When talking about resources)

‘With them (Numicon pieces) you can count and add up. With only hands you have to only use tens which is when you lose track.’ Y1 Child

‘With Base Ten you can see what shape a number is’. Y4 Child

(When talking about explaining their maths)

‘It feels like you’re doing more learning because if it was a ten you needed to add, the number will just show you what happens but if you doubt it, then you have to really think what actually happened.’ Y3 Child

‘Writing our own sentences is tricky because it can be harder (to explain) than just writing the number’. Y1 Child

 

Teachers

Teachers say:

‘Planning resources have helped develop my confidence in what I’m teaching and what I should be teaching. Encouraging children to reason really extends learners’. Y4 Teacher

‘The range of concrete resources we have has helped children gain a real understanding of what a number actually represents’. Y1 Teacher

‘I find the range of resources really help children who need support with language. It encourages them to visualise their learning and create links between words and concrete resources’. KS2 Teaching Assistant

 

Institution

Our practical approach to mathematics ensures we are able to meet the complex needs and huge range of abilities the children at our school have. Our focus on fluency, reasoning and problem solving provides challenging learning as well as opportunities to contextualise mathematics and encourage children to not see mathematical skills in isolation, but to integrate them into other aspects of their learning and lives. With the new curriculum we have placed a far greater focus on reasoning and have seen mathematical resilience improving across school. Challenging children to explore their work in greater depth has seen children become more reflective and interested in exploring learning yet further.

 

Key Instant Recall Facts

 

There are some maths facts that children just need to know, like the times tables. It is a government requirement that children learn these facts by heart and can instantly recall them. Mastering them will also really help with their work in school.

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