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Maths

Our Intent

Through our Maths curriculum and cross-curricular activities we aim to encourage a love for Maths and a fascination of how problems can be solved in many different ways.  Maths gives our children the opportunity to explore concepts and build on prior learning, taking small steps to achieve greater understanding along their mathematical learning journey. We endeavour to provide a Mastery Curriculum to support all children in reaching their full potential in preparation for secondary school and adult life. We strive for our pupils to leave Andrews’ Endowed CE Primary School with mathematical confidence, a joy of learning and are well-equipped for the challenges that lie ahead. 

Implementation

We follow the White Rose Maths curriculum throughout the school.  This is influenced and informed by the work of leading mathematicians from around the world and is designed to help children inspire a love of maths.

The learning is organised into blocks (such as place value and measurement) which are revisited and built on within – and across each school year.  The teaching follows a Concrete, Pictorial, Abstract (CPA) approach.  This means that children handle and manipulate resources, then draw or use images, before finally making use of formal written strategies.  Many of the models, images and resources that are used are described in the calculation policy.

  Within White Rose Maths, children deepen their understanding of mathematical concepts, becoming more confident and competent and ready to face new challenges. It is important that pupils are secure in their knowledge and understanding across all mathematical areas and show resilience in their learning.  Mathematics is taught through three main types of questioning: Varied Fluency, Reasoning and Problem Solving. Children explore and unpick mathematical concepts in depth, working through differentiated work but within mixed ability grouping. This means that all pupils, regardless of their mathematical ability, can support one another in understanding concepts.   

Our small steps approach also uses NCETM documents.  We strive for children to deepen and challenge their understanding and build links in their learning to master it in many different contexts.

Children are taught a range of strategies during maths lessons and are often encouraged to solve the same problems in more than one way.  Being flexible in their approach and having a range of strategies at their disposal allows them to become more confident mathematicians.

Confidence is a huge part of building a positive relationship with maths. We use a number of teaching strategies to address maths anxieties and help children to move from a position of mathematical vulnerability to mathematically resilient learners.

  • Encouraging mistake –making;
  • Adopting the perspective that Maths ability is something that is grown, nurtured and extended;
  • Promoting a culture of “Everyone is a mathematician”;
  • Creating a love for Maths
  • Exploring open-ended investigations and activities that promote thinking;
  • Providing space and time;
  • Playing games;
  • Making Maths visible;
  • Using Growth Mindset language.