How We Teach Maths

At Isleham C of E Primary School, we believe that Mathematics is an integral part of daily life. It is our aim to teach inspiring Maths lessons which develop the children’s skills and enthusiasm to be lifelong learners. We use the mastery approach to ensure that all children develop their fluency, reasoning and problem solving skills. Here we not only give children the powerful tools and skills but give them the opportunities to deepen and broaden their mathematical knowledge and experiences by reasoning logically, applying problem solving skills to a range of contexts and to think in abstract ways.

Curriculum

Isleham C of E Primary School follows the National Curriculum for mathematics. This ensures continuity and progression in the teaching of mathematics and the daily mathematics lessons have an emphasis on fluency, reasoning and problem-solving across both Key Stages. In early years the curriculum is guided by the Early Learning Goals.

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 have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems. 
• 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.

Lessons

Our lessons have clear learning objectives so children understand what they are learning and can assess how well they have done in the same way their teachers do. Children develop their knowledge of number, calculations, shape and space, measures and data handling. They can apply their knowledge of mathematical ideas through problem solving and reasoning. They are encouraged to use mathematical language when justifying their answers. Mental calculation strategies are also taught regularly.

We use the Power Maths resources in our Maths lessons.

https://www.pearsonschoolsandfecolleges.co.uk/Primary/Mathematics/CompleteSchemes/Power-Maths/Structure/oldstructure-old.aspx

As a school, we teach using the CPA approach – Concrete, Pictorial, Abstract. As part of our mathematics teaching, our school has invested in a range of mathematical equipment including Numicon, multilink, Base 10/dienes, place value counters, iPads and apps, Beebots, measuring and modelling equipment which is used throughout the school. Daily lessons will often incorporate the use of a range of apparatus and practical teaching resources with pupils being encouraged to explore their understanding and consolidate their learning through building, drawing, writing and speaking around mathematical concepts.

Teachers provide activities that challenge children working at different levels. Additional adult support is also used within and in some cases for intervention groups or booster sessions. Accurate assessment, regular marking, focused feedback and daily opportunities for pupils to respond to lessons are used to support children's learning.

Every child in KS2 has a TTRockstars login for them to access times-table activities either at school or at home.

Our Calculation Policy

At Isleham CE Primary School, our calculation policy has been developed to ensure that by the end of Year 6 all children:

• Have a secure knowledge of number facts and good understanding of the four operations;
• Are able to use this knowledge and understanding to carry out calculations mentally, to apply general strategies when using one-digit and two-digit numbers and more specific  strategies for calculations involving bigger numbers;
• Make use of diagrams and informal notes to help record steps and parts of answers when using mental methods that generate more information than can be kept in their heads;
• 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;
• Use a calculator effectively, using their mental skills to monitor the process, check the steps involved and decide if the numbers displayed make sense.