Mathematics Fluency, reasoning and problem solving which are outlined in the National Curriculum form the essential essence of maths teaching at Horton Grange. Developing numerical fluency is at the heart of maths teaching and learning, allowing the children to develop the fundamental basics which they need to use in order to progress. Children are given systematic opportunities to practice and apply their skills so that knowledge and concepts are embedded in the long term memory and can be recalled and used automatically. Teaching is structured and delivered in a way that builds on previous learning and challenges misconceptions.
Maths is taught daily throughout school, including in EYFS and is based around White Rose Maths resources. This allows for a structured progression of concepts and skills and supports teachers in delivering exciting and meaningful learning experiences. It also encourages the development of mathematical vocabulary and maths talk. From EYFS to Year 6 children use concrete apparatus including, Dienes, Place Value Counters, Numicon and Cuisennaire to not only develop the building blocks of sound mathematical knowledge but also to make concepts accessible and help them with their explanations. These can be seen in many lessons regardless of the children’s age or ability. Pictorial representatons are used alongside this, including bar modelling which is developing throughout school. Specifically in EYFS maths is part of the continuous provision and maths challenge areas provide further opportunities to embed the skills they have been taught. Investigation areas are used to explore concepts and encourage problem solving approaches. Maths also forms part of the outdoor environment.
Fluency practice is given through Times Tables Rockstars and Third Space Learning Fluent in 5. Calculation is taught not only in designated curriculum blocks but also as an integral part of lessons and provides the children with a vehicle to tackle reasoning and problem solving questions. This regular practice and refinement in calculation allows the children to more readily access the more complex and demanding questions which call for a deeper level of understanding. Children’s work reflects the journey of fluency through to mastery.
Mastery approaches to maths are continuing to develop and teachers access a range of materials including NCETM mastery documents and the NRICH website. Children are encouraged through metacognitive approaches to move from supported, modelled responses to more independent work. Pictorial representations of ‘being in the pit’ are referred to and children are made aware of the necessary tools they have so they can maximise their learning and concepts and knowledge are retained.
Maths teaching and learning at Horton Grange should embrace enjoyment, success and challenge with children leaving our school being numerate and having the enthusiasm to take their maths learning into the next stage of education and beyond.