"Mathematics is taught well. Staff are clear how calculation, for example, is taught at Peartree. Vocabulary specific to the subject is taught effectively. As a result, pupils’ understanding is built well".
February 2016, Ofsted
We are problem solvers. We are arithmeticians. We are geometricians.
We aim to provide a high quality mathematics education, promoting an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity in mathematical learning. We aim to develop mathematical understanding alongside mathematical processes. We set fluency and mastery of key concepts, skills and processes as a key priority. Pupils will learn to reason mathematically and to solve problems by applying their maths in a range of contexts.
The National Curriculum for mathematics aims to ensure that all pupils:
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.
reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
can solve problems by applying their mathematics to a variety of routine and non- routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
The National Curriculum for mathematics divides the subject up into the following areas:
Number: number and place value; addition and subtraction; multiplication and division; fractions (including decimals (from Year 4) and percentages (from Year 5));
Geometry: properties of shapes; position and direction;
Statistics (Key Stage 2);
Ratio and proportion; Algebra (Year 6).
In EYFS, mathematics is one of the specific areas of learning.
Daily maths lessons are taught following the Herts for Learning Essential maths planning. Coverage is informed by on-going formative assessment and termly summative assessments (see Assessment Policy). Pupils are also grouped for daily fluency practice. These Big Maths sessions focus on counting, learn its, its nothing new and calculations (CLIC). Pupils are assessed and regrouped fortnightly. Some pupils receive additional one-on-one interventions, such as precision teaching of number bonds.
Although a range of calculation strategies are developed, the National Curriculum encourages pupils to work towards some formal calculation strategies for addition, subtraction, multiplication and division (see Calculation Policy). We ensure consistency and progression across the school.
Our approach to maths teaching incorporates:
developing understanding through the concrete – pictorial - abstract (CPA). Pupils call this ‘Build it!, Draw it! Pencil it!’. All classrooms and learning areas are well equipped with a range of resources;
developing mastery through opportunities to try out ideas, problem solve and explain thinking. Pupils call this ‘Try it! Apply it! Explain it!’;
developing Talk for Maths. Adults model the correct use of mathematical vocabulary and language. We use sentence stems, talking frames, word maps and learning partners to promote mathematical talk. This supports all learners including those who are new to English (see vocabulary section above);
pitching to age related expectations (ARE). We differentiate the learning environment. We may simplify by chunking learning, providing additional support and scaffolding. We may extend through questioning, applying and explaining and mastery activities.
promoting a growth mindset (Mindset by Dweck,2017) and a ‘can do’ attitude. Pupils are encouraged to set their own level of challenge and stretch themselves. This might be achieved through chili challenges, self-selection of resources or choosing to be part of a guided group.