Mathematics at Sigglesthorne
The national curriculum for mathematics aims to ensure that all pupils:
- Become fluent in the fundamentals of mathematics.
- Reason mathematically by following a line of enquiry.
- Can solve problems by applying their mathematics to a variety of problems.
At Sigglesthorne, we want children to understand that Maths is an important creative discipline that helps us to understand and change the world. We want children to develop a keen interest in the subject, fostering their curiosity and desire to learn more as mathematics is a fundamental part of everyday life . Our approach aims to provide children with complete access to the curriculum, enabling them to develop independence, confidence and competence through developing ‘mastery’ in mathematics.
At Sigglesthorne, our long term planning follows the National Curriculum (2014) . Short term planning is supported by the use of the NCETM materials and our school calculation policy.
Basic Maths skills are taught daily. These sessions focus on key mathematical knowledge and skills. Recall of number facts are assessed weekly throughout the school.
We use a mastery approach to Mathematics meaning that lessons are carefully planned to incorporate the ‘Five Big Ideas’.By using a variety of planning resources we believe that we provide a bespoke teaching and learning experience that is designed to interest, inform and inspire our children. Lessons use a Concrete, Pictorial and Abstract structure to guide children through their understanding of mathematical concepts. Fluency, reasoning and problem solving skills are developed throughout these stages. Children deepen their understanding by applying concepts and information to a variety of contexts. Concrete manipulatives and pictorial representations are used to support conceptual understanding and to make links across topics. Formative and summative assessments inform future planning and teaching. Children who are not making the required progress are given extra support in lessons and through interventions.
As a result of our teaching, children demonstrate quick recall of facts and procedures. The flexibility and fluidity to move between different contexts and representations of mathematics. The ability to recognise relationships and make connections in mathematics. Children show confidence in believing that they will achieve. Children show a high level of pride in the presentation and understanding of the work. Evidence or progress in assessment data.
