At Brisbane Park Infant School we have just started to use the White Rose Maths scheme. The school uses a variety of teaching and learning styles in mathematics. Our principal aim is to develop children’s knowledge, skills and understanding. During our daily lessons we encourage children to ask as well as answer mathematical questions. They have the opportunity to use a wide range of resources, such as number lines, number squares, digit cards and small apparatus to support their work. ICT is used in mathematics lessons for modelling ideas and methods. Wherever possible, we encourage the children to apply their learning to everyday situations. Mathematics is a core subject in the National Curriculum, and we use the National Curriculum as the basis for implementing the statutory requirements of the programme of study for mathematics.
- to teach a rich, balanced and progressive curriculum using mathematics to reason, problem solve and develop fluent conceptual understanding in each area.
- to allow children to better make sense of the world around them relating the pattern between mathematics and everyday life.
- to map mathematics across school showing clear progression in line with age related expectations.
- ensure our children have access to a high quality mathematics curriculum that is both challenging and enjoyable.
- ensure children are confident mathematicians who are not afraid to take risks.
- fully develop independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement.
- subject expertise allows the intentions of our mathematics curriculum to be executed successfully. Good practice is always shared between staff and all CPD is used to inform teaching and learning across school.
- resources and equipment are audited and up to date. Central storage in Mrs Ripley’s classroom holding many of whole-school resources. Resources for tables - children are familiar with these and able to access them independently when needed, also supporting learning in different contexts.
- teachers implement the schools agreed calculations policy for progression in written and mental calculations.
- children are given opportunity to reason and solve problems regularly; learning is varied and allows for deep and secure understanding.
- through careful assessment, planning and preparation, we aim to ensure that children are given opportunities for a variety of learning experiences e.g. practical activities and mathematical games; problem solving; individual, small group and whole class discussions; open and closed tasks; a range of methods of calculating e.g. concrete apparatus, mental, paper and pencil and calculator; working with ICT; outdoor learning.
- Concrete, pictorial, abstract - Objects, pictures, words, numbers and symbols are everywhere. The mastery approach incorporates all of these to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding. Together, these elements help cement knowledge so pupils truly understand what they’ve learnt.
- Pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.
Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.
Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.
Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.
- We are hoping to develop ‘deep learning’ where the mathematics sticks, can be recalled and used to then ‘deepest learning’ where this knowledge can be transferred and applied in different contexts.
- children understand the relevance of what they are learning in relation to real world concepts and by fostering an environment where mathematics is fun and it is okay to be ‘wrong’ because the journey to finding an answer is most important.
- children ‘have a go’ and choose the equipment they need to help them to learn along with the strategies they think are best suited to each problem. Children are developing skills in being articulate and are able to verbally, pictorially and in written form reason well. Our school standards are high, we moderate our books both internally and externally and children are achieving well.
- feedback and interventions are supporting children to strive to be the best mathematicians they can be ensuring a greater proportion of children are on track.
- Monitoring for appropriate pitch and progression by: lesson observations; learning walks; planning scrutiny; looking at progression in books; termly data analysis; moderation.