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Maths

INTENT - what we want our children to learn and why

  • Our children have access to a high quality progressive maths curriculum that is challenging, relevant and enjoyable through a mastery approach of teaching.
  • We ensure children are confident and resilient mathematicians who are not afraid to take risks and understand that getting the wrong answer is another step in finding the correct one. 
  • Finally, we want to fully develop independent learners with curious, inquisitive minds who have secure mathematical foundations both in reasoning and solving problems, and have a deep conceptual understanding that can be used in their everyday life, ready for their Secondary education and beyond.

 

This is underpinned by the following Coppull Parish curriculum drivers:

Speech and Language - Pupils will enhance their knowledge of mathematical vocabulary across the strands, understanding its meaning and purpose towards the work. Pupils are encouraged to use their understanding of vocabulary to talk through methods and discuss problems that need to be solved, conveying their full comprehension of the mathematical task in hand. 

Mental Health and Well Being - Pupils are encouraged to take risks and build resilience in problem solving, taking this forth into their everyday lives where adversity can be met with more confidence. The understanding that failure at the first attempt is not failure  is vital for children to build the endurance to combat complex situations. 

 

IMPLEMENTATION - what we do to deliver our intent

High standards in teaching and learning are achieved by the staff at Coppull Parish due to their excellent subject knowledge. As a staff we regularly evaluate our teaching against evidence-informed practices and are open to feedback and change. They apply the principles of Rosenshine continually and effectively to ensure children make progress as well as retain their prior knowledge. They believe in the ‘Keep up not catch up’ mastery philosophy, meaning that no child is left behind. Where there are specific gaps in a child's learning, interventions are carefully planned for. Teachers provide a high level of challenge in their lessons and foster the skills of resilience inorder to create strong mathematicians. There is a strong focus on vocabulary and high standards of orcay, as well as stimulating classroom environments which provide support and encourage independence. 

At Coppull Parish, we use White Rose Maths schemes of learning in order to provide a comprehensive and expertly designed journey through the world of Mathematics. White Rose is based on a small steps approach that keeps all learners together. By using the resources across the school we can ensure consistency of the mathematical elements and comprehensive coverage of the curriculum. We believe that this approach will facilitate consistent delivery of Mathematics across the school and across the inevitable ability range within year groups. It is also designed to support mathematicians who require more time and visual representation to grasp fundamental concepts and those who require challenging further to achieve Greater Depth. 

 

We apply Rosenshine’s principles and start most lessons by recapping on prior learning; this can range from work completed in the previous year, term, week or day. This helps the children to consolidate their learning further and ensure it is embedded.  Across the school, our children are encouraged to solve problems through the use of concrete resources, pictorial representations and abstract thinking. 

 

Throughout lessons, teachers and teacher assistants review children’s work, allowing them to make precise decisions as to whether they need more time for rehearsal or to be moved on to more complex tasks. We use quality maths resources from sources such as NCETM, NRICH, Deepening Understanding and textbooks to ensure children can consolidate and deepen their learning. 

Throughout all learning, staff use appropriate and precise mathematical language with the aid of a working wall to display prior and current learning and vocabulary. 

Where suitable, children are trained to mark their own work during the lesson. They identify where they have made a mistake, and either correct it if they can spot the mistake made, or seek further support if needed to understand their work before moving on. 

Fluency - Number facts 

It is critical that children know the number facts in line with their year group and the maths they are learning. Without secure number facts, learners have to spend too much processing time calculating rather than investigating and practising new concepts. As a school we are developing a KIRF document which will be a whole school approach to learning key number facts. 

Regular times table rehearsal along with the use of TT Rockstars allows children to sharpen up their knowledge of multiplication ready for the Year 4 National test.  

Regular arithmetic tests take place, testing pupil’s mental and written skills.

Written Calculation Policy link

All staff follow the linked written calculation policy so that our children have an efficient, reliable, compact written method of calculation for each operation that they can apply with confidence when undertaking calculations that they cannot carry out mentally. 

Maths Progression Documents

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