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Chorlton C of E Primary School

“An Adventure for the Mind, and a Home for the Heart”

“UN Rights of a Child Article 2: A child has rights, whatever their ethnicity, gender, religion, language or abilities. Whatever they think or say, whatever their family background.”

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Maths

Intent

  • Children to have a solid understanding of number, shape and measure.
  • To develop children who are independent learners and can use a range of strategies to solve different mathematical problems.
  • To develop children to understand the context of maths in the wider world and be prepared for later life.
  • To provide learning experiences that encourage a reasoning and mastery approach.
  • To develop children who are confident to independently use a range of concrete and pictorial resources to aid their learning.

 

Implementation

The Maths curriculum at our school focuses on encouraging children to question, reason, investigate and solve problems. We use a variety of strategies to allow this, which give children the opportunity to explore their thinking and ideas. Wherever possible, practical, ‘real’ activities are used to introduce concepts, transfer skills learnt and reinforce learning objectives, ensuring the children are engaged through enjoyable, stimulating activities.

 

The main areas taught are:

  • Number and place value,
  • Addition, subtraction,
  • Multiplication and division
  • Fractions
  • Measurement
  • Geometry: Properties of shape, position and direction
  • Statistics
  • Algebra, ratio and proportion at year 6.

 

Our approach to mathematics teaching is based on a mastery approach. The principles are based on a concrete – pictorial – abstract – cycle of learning. There are many reasons that this approach develops understanding so well, but one key factor is that it is step-by-step and can be used at home or in the classroom.

 

The mastery approach begins by allowing children to start learning about Maths by playing with real objects, blocks or cut-out pictures. They build confidence with the basic ideas of adding and taking away. There is then a second stage of drawing pictures representing the objects. And only later do they gradually start to add numbers to their drawings.

 

This effective approach is supported further by the use of 'Power Maths' in EYFS and ‘Maths No Problem’ textbooks, in Year 1, Year 2, Year 3, Year 4 and Year 5. Year 6 uses the mastery approach through the use of a range of different resources, including Maths No Problem, White Rose and NCETM.

 

Features of a mastery approach:

  • Depth not breadth - spending longer on a topic, application in different contexts, making connections.
  • Teach for conceptual understanding - reasoning and problem solving, concrete pictorial abstract, exploratory talk.
  • Fluency and retention - interleave topics, practice and spaced repetition.

 

Teachers use assessment for learning in daily lessons to review children's understanding and inform their planning for future lessons. This is used to help children embed and use knowledge fluently. Assessment for learning is used alongside summative assessment to inform targeted intervention groups to ensure all children make their expected or accelerated progress and attainment. Summative assessment takes place termly, to help track children's progress and attainment.

 

Our Maths curriculum is also drawn from: 

 

  • White Rose maths

  • NCETM

  • Times Table Rockstars

  • Rising Stars

 

Impact

Children enjoy maths and can talk about their learning confidently, including what they have learnt in previous years. Children are equipped with a range of tools and strategies to answer challenging problems, and have the confidence and resilience to work independently.

Our pupils consistently attain higher than the national average in maths.

 

Please see the whole school Progression and Overview documents below:

Chorlton C of E Primary School

“An Adventure for the Mind, and a Home for the Heart”

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