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“The study of mathematics, like the Nile, begins in minuteness but ends in magnificence.” - Charles Caleb Colton

Subject Leader: Rachel Ward

Link Governor: Marcy Gwanzura-Nyakunengwa

At Christ Church we aim to make all pupils confident and competent maths learners by ensuring high quality teaching in all classrooms.  

We aim to: 

  • Develop a positive attitude towards maths in which each child can be successful;
  • Develop mathematical understanding through systematic direct teaching of appropriate learning objectives;
  • Encourage the effective use of maths as a tool in a wide range of problem solving activities within school and, subsequently, adult life;
  • Develop an ability in the children to express themselves fluently, to talk about the subject with assurance, using correct mathematical language and vocabulary;
  • Develop mathematical skills and knowledge and quick recall of basic facts;
  • Develop a range of efficient mental calculation strategies for all four operations;
  • Be confident using written calculation methods for all four operations.

We follow a mastery approach where children are taught through a process of small steps making use of a concrete, pictorial, abstract approach ensuring the learning is accessible to all but also to give challenge to each child to motivate and inspire them. In addition children in Reception, Y1 and Y2 follow the NCETM Mastering Number Programme.

What Children Learn

Within the early years, maths is taught with a huge emphasis placed upon playing with and manipulating materials in order to create a deep understanding of a concept or number. We teach using a maths mastery approach which places great importance upon deepening understanding of concepts – rather than moving children on to more complex numbers. The key to introducing mastery in the early years is to keep activities fun and part of the children’s daily routine. In Nursery, the children explore maths concepts through a range of play based experiences and number rhymes. In Reception, the children will begin by learning a number a week. They will explore this number in a range of contexts. For example when learning the number 4 we will explore 4 on the clock, 4 sided shapes, how we can make 4p, making 4 using counters and, of course, using Numberblocks 4. This helps the children to truly understand the ‘fourness of four’. 

We currently use White Rose as the basis of our medium term planning, but are on our journey to make use of the NCETM curriculum prioritisation materials, whilst still ensuring appropriate coverage of the National Curriculum in all year groups. We are mindful of the disruption Covid has caused to our children’s education, so teachers are currently using their discretion and expertise to adjust topics according to the needs of their pupils to make sure they are ready to progress at the end of the school year.

Please click here to see the White Rose Overview for each year group.

It is important that nothing is assumed and that all key prior knowledge is revisited as appropriate. During a lesson or a series of lessons children will be given the opportunity to practise new skills, apply these skills in different ways as a result of variation or within a different concept and reason and explain about the concept.

Learning in each lesson is differentiated and adapted to meet the needs of each individual learner. In Years 5 and 6 children are taught maths in three teaching groups to allow for each child to work at a pace appropriate to their needs. Children in all other classes are taught in their usual classes with an emphasis on collaborative learning, exposure to different opinions about the same work and regular opportunities for discussion of answers, to support pupils’ reasoning skills and check and deepen their understanding. Learners are supported by the structure of the lesson, their peers and additional adults as well as scaffolding provided by the teacher. Children’s understanding of concepts is deepened as a result of higher order questioning and problem solving, rather than acceleration to new content. It is expected that all pupils will experience challenge in a lesson.

Children’s progress is assessed on an ongoing basis by their teachers and more formally by testing for Y2-Y6. Children who need further support are supported in small intervention groups either during the school day or after school.