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Mathematics

Maths Overview

Mathematics

 

Intent

At Ravensworth Terrace Primary School, we believe maths is an important part of children’s development throughout the school from an early age. Mathematical skills and knowledge should be delivered, explored and revisited.

We recognise that mathematics underpins much of our daily lives. Therefore it is paramount that the children are fluent in the fundamentals of mathematics so that they can become successful in the next stages of their learning. We seek to engage all children through high-quality teaching and learning opportunities to explore mathematics, following a mastery curriculum approach . We teach children to make connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. We instil in children a belief in themselves as mathematicians, developing their resilience, perseverance and self-confidence when applying their skills. We seeks to develop children’s curiosity about the subject.

 

Implementation

At Ravensworth Terrace we follow the ‘White Rose Small Steps’ supplemented with Power Maths. This is where concepts are taught in blocks throughout the year. There are also Maths Refresh sessions within all year groups. These sessions are short, pacey and daily which ensures that basic number skills are practised regular and any gaps in learning are addressed.

 

Consistency in teaching mathematics across the entire school is achieved by teachers planning and delivering lessons with the aid of high quality and rich resources, including: White Rose Maths materials, NCETM Spines, Power Maths, NRICH and subscription websites such as My Maths. In addition to this, all teachers follow the school’s calculation policy to ensure consistency across the school.

 

All lessons will be delivered to meet the end of year expectations using a mastery approach, which includes fluency, reasoning and problem-solving opportunities for all. By focusing on one key conceptual idea and making connections across other mathematical concepts, both progress and understanding are enhanced. We teach mathematics to mixed ability classes, allowing the teacher the fluidity to make ongoing assessments to the needs of their children. Appropriate scaffolding of tasks is provided with concrete and pictorial resources when required, and optimum challenge given to the rapid graspers.

 

Teachers plan and deliver a set lesson format which will generally be a ‘Review’ – where appropriate skills are revisited before extending them. Following this is ‘Discover’, where children must identify the knowledge required to progress their learning within the lesson. ‘Discover’ can also be used as an opportunity for Maths discussion and problem solving as a whole class. After this there is  ‘Guided Practice’- where children are taken through worked examples and shown the processes of problem solving and then ‘Independent Practice’ where the children work by themselves and frequently self-mark to identify their understanding and misconceptions immediately.

 

Within any of these stages teachers are free to use their discretion in selecting the most appropriate methods and resources to deliver the learning objectives.

 

Units of work will be assessed upon the completion of each one with teachers asked to use those published by WRM in conjunction with termly assessments. Teachers may also carry out a ‘Pre-Assessment’ for particular units of work in order to identify misconceptions from the previous year’s curriculum, which can then be carefully planned into the teaching sequence, either through Maths lessons or Maths Refresh.

 

Teachers are expected to audit their subject knowledge of Maths, complete training for understanding and implementing all areas of their curriculum using the NCETM Spines when required. The maths co-ordinator will provide appropriate information about courses to ensure the highest subject knowledge possible throughout the whole school. 

 

Impact

Children will approach mathematics with confidence and enthusiasm, viewing tasks and challenges that call for application of varied knowledge and skills with self-assurance and a willingness to collaborate. Individually, children will:

 

  • Achieve objectives (expected standard) for the appropriate year group, even if this means being supported by resources, including support staff and concrete materials.
  • Demonstrate a quick recall of facts and procedures. This includes the recollection and application of times table facts.
  • Have mastered the skills to show mathematical concepts in a variety of ways, using mathematical language to explain their ideas.
  • Independently apply different concepts to new problems in unfamiliar situations. This allows children to recognise relationships and make connections.
  • Use and define mathematical vocabulary when reasoning and completing stem sentences when appropriate.
  • Be flexible and fluid in moving between contexts and taught representations.
  • Show a high level of pride in presentation.
  • Show the confidence to believe they can achieve and persevere when things get difficult.

 

See each Year Group's Overview below.

 

 

 

 

 

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