At Hoyland Springwood Primary, we aim to help children develop their knowledge and understanding of maths in an enjoyable way, but one which will also fit them for life after school as well as help them achieve the appropriate levels in the Attainment Targets of the National Curriculum.
Children will be given the opportunity to work both in groups and individually, using a variety of resources and materials. To ensure individual needs are met and that their progress is carefully monitored; through high quality teaching for ability groupings; it is our aim that all our pupils will be able to:
- Have a sense of the size of a number and where it fits into the number system
- Know by heart number facts such as number bonds, multiplication tables, doubles and halves
- Use what they know by heart to figure out answers mentally
- Calculate accurately and efficiently, both mentally and with pencil and paper drawing on a range of calculation strategies
- Recognise when it is appropriate to use a calculator, and be able to do so effectively
- Make sense of number problems, including non-routine problems, and recognise the operations need to solve them
- Explain their methods and reasoning using correct mathematical terms
- Judge whether the answers are reasonable and have strategies for checking them where necessary
- Suggest suitable units for measuring, and make sensible estimates of measurement
- Explain and make predictions from the numbers in graphs, diagrams, charts and tables.
Maths is taught in innovative ways and is based on the concrete - pictorial -abstract approach (CPA). Children are actively encouraged to use resources, whatever their ability, to develop, understand and prove mathematical concepts. Our maths provision is based on the 'Teaching for Mastery' approach. The main principles underpinning this are detailed by the NCETM (2016) as:
- Maths teaching for mastery rejects the idea that a large proportion of people ‘just can’t do maths’.
- All pupils are encouraged by the belief that by working hard at maths they can succeed.
- Pupils are taught through whole-class interactive teaching, where the focus is on all pupils working together on the same lesson content at the same time, as happens in Shanghai and several other regions that teach maths successfully. This ensures that all can master concepts before moving to the next part of the curriculum sequence, allowing no pupil to be left behind.
- If a pupil fails to grasp a concept or procedure, this is identified quickly and early intervention ensures the pupil is ready to move forward with the whole class in the next lesson.
- Lesson design identifies the new mathematics that is to be taught, the key points, the difficult points and a carefully sequenced journey through the learning. In a typical lesson the teacher leads back and forth interaction, including questioning, short tasks, explanation, demonstration, and discussion.
- Procedural fluency and conceptual understanding are developed in tandem because each supports the development of the other.
- It is recognised that practice is a vital part of learning, but the practice used is intelligent practice that both reinforces pupils’ procedural fluency and develops their conceptual understanding.
- Significant time is spent developing deep knowledge of the key ideas that are needed to underpin future learning. The structure and connections within the mathematics are emphasised, so that pupils develop deep learning that can be sustained.
- Key facts such as multiplication tables and addition facts within 10 are learnt to automaticity to avoid cognitive overload in the working memory and enable pupils to focus on new concepts.