At Stanton, we use the principles of Maths Mastery for teaching Mathematics, which covers the new National curriculum. Mathematics is an essential life skill and we want all our children to feel confident and enjoy using their mathematical skills. Children at Stanton are encouraged to develop a thorough understanding of the knowledge and skills through a concrete approach to learning. As their knowledge, understanding and skills develop, we extend and challenge them to apply their skills into real life situations through deepening their conceptual understanding. We place great importance in making sure that mathematics is interwoven into all subject areas taught at Stanton.
We as a whole community have a strong commitment to children’s mathematics. Daily maths lessons lay the foundations for this critical life skill as teachers follow the popular and effective teaching pedagogy of Maths Mastery. It follows the 2014 National curriculum and uses elements of the Singapore approach to teaching. The Concrete-Pictorial-Abstract approach is encouraged and our maths overview details clearly how this can be achieved for each learning objective to allow the children to explore mathematical concepts contextually. This means that children are exposed to conceptual ideas at a concrete level with a range of apparatus (e.g. counters, beads, Dienes and Numicon) before moving on to pictorial representations. This may mean diagrams, sketches or using the Singapore bar model to solve problems. Doing so develops children’s deep conceptual understanding and skills proficiency which supports the next move into abstract mathematics, such as long division.
Maths lessons occur daily. Children usually cover a theme over several weeks to ensure they have all mastered the skills needed. Some children will master these skills at a greater depth than others, and some children will master the skills with support from their peers or adults in the room. Planning ensures that all learner’s needs are met. Maths lessons are designed to be interactive with a significant emphasis on children’s talk. Fluency, reasoning and problem solving are three themes of the maths National Curriculum and inform all maths teaching in our school.
Maths lessons are designed to be interactive with a significant emphasis on children’s talk. Through discussing their ideas, children construct new understanding, engage in a supportive community of practice, take responsibility for their learning and allow the teacher a window into their thinking which enables appropriate action to help them progress. Fluency, reasoning and problem solving are three themes of the maths National Curriculum (DfE, 2014) and inform all maths teaching in Primary Advantage schools.
Teachers and support staff provide targeted support and assessment to help all children make good progress in maths. This can mean support during lessons or same-day interventions to ensure children 'keep up rather than have to catch up.'
At Stanton we believe that children should have the opportunity to consolidate, challenge and extend their skills after school hours. Children in Key Stage 2 are given a 5 minute homework task based on the lesson they have had that day. The tasks should be completed independently and consolidate any learning that children have experienced. In Key Stage 1, children are asked to practice counting forwards and backwards in jumps of 2s, 5s and 10. They are also encouraged to complete a fun maths whiteboard which helps them to practice skills they need in throughout Key Stage 1 and beyond. Click on the link below to see an example:
We actively encourage parental partnership and are happy to support parents where needed.
At Stanton we place great importance on the children learning their times tables facts. The ability of being able to fluently recall these facts makes all other mathematics so much easier for the children to access. There are many ways to help support your children to learn these as well as the Percy Parker CD or app, please see more ideas in our leaflet below.
We have a times table challenge mountain which the children aim to climb by the end of Year 4. This starts at knowing both division and multiplication facts for 2s, 5s and 10s in Year 2. Once children reach the top of the mountain and can confidently recall facts for up to 12 x 12, they continue climbing by completing supersized challenges (multiples of 10 and 100) or supershrunk challenges (decimals). This encourages them to apply their table facts.
Making mathematics fun!