At Buxted C of E Primary School, we follow the ‘White Rose' programme to teach mathematics.
We believe that all children, who are introduced to a concept, should have the opportunity to build on their abilities, in small progressive steps, through variation using a concrete-pictorial-abstract approach.
Concrete – children should have the opportunity to use concrete objects to help them understand what they are doing.
Pictorial – alongside this children should use pictorial representations. These representations can then be used to help reason and solve problems.
Abstract – both concrete and pictorial representations should support children’s understanding of abstract methods.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich mastery 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, before moving on.
We intend to provide a curriculum which caters for the needs of all individuals and sets them up with the necessary skills and knowledge for them to become successful in their future adventures. We aim to prepare them for a successful working life. We incorporate sustained levels of challenge through varied and high quality activities with a focus on fluency, reasoning and problem solving. Mastery Pupils are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings. A range of mathematical resources are used and pupils are taught to show their workings in a concrete, pictorial and abstract form wherever suitable. They are taught to explain their choice of methods and develop their mathematical reasoning skills. We encourage resilience, adaptability and acceptance that struggle is often a necessary step in learning. Our curriculum allows children to better make sense of the world around them relating the pattern between mathematics and everyday life. All children are expected to succeed and make progress from their starting points.
Teachers teach the skills needed to succeed in mathematics providing examples of good practice and having high expectations.
We intend for all pupils to 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. We intend for all pupils to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
Every class from EYFS to Y6 follows the White Rose scheme of learning which is based on the National Curriculum. Lessons may be personalised to address the individual needs and requirements for a class but coverage is maintained. We also use a range of planning resources including those provided by the NCETM and NRICH to enrich our children’s maths diet.
In order to advance individual children’s maths skills in school and at home, we utilise Times Tables Rock Stars for multiplication practise, application and consolidation. In KS2, maths homework is set weekly, often using MyMaths. Maths is taught across the curriculum ensuring that skills taught in these lessons are applied in other subjects.
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 (concrete equipment). When children have grasped a concept using concrete equipment, images and diagrams are used (pictorial) prior to moving to abstract questions. Abstract maths relies on the children understanding a concept thoroughly and being able to use their knowledge and understanding to answer and solve maths without equipment or images.
As staff, we continuously strive to better ourselves and frequently share ideas and things that have been particularly effective. We take part in training opportunities and regional networking events, such as WEIP groups and our local Maths Hub.
Through discussion and feedback, children talk enthusiastically about their maths lessons and speak about how they love learning about maths. They expressed a strong desire to not just be taught Maths using worksheets and we ensure we have adapted our lessons accordingly. They can articulate the context in which maths is being taught and relate this to real life purposes. Children show confidence and believe they can learn about a new maths area and apply the knowledge and skills they already have. Pupils know how and why maths is used in the outside world and in the workplace. They know about different ways that maths can be used to support their future potential. Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations. Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times table. Pupils use acquired vocabulary in maths lessons. They have the skills to use methods independently and show resilience when tackling problems. The flexibility and fluidity to move between different contexts and representations of maths. Children show a high level of pride in the presentation and understanding of the work. The chance to develop the ability to recognise relationships and make connections in maths lessons.
Teachers plan a range of opportunities to use maths inside and outside school.
At the end of each year, we expect the children to have achieved Age Related Expectations (ARE) for their year group. Some children will have progressed further and achieved greater depth. Children who have gaps in their knowledge receive appropriate support and intervention. In keeping with our mastery approach, all children secure long-term, deep and adaptable understanding of maths which they can apply in different contexts.