FOCUS ON MATHS

Ofsted comment July 2021:

"There are many strengths to the mathematics curriculum. Pupils enjoy lessons and achieve well. In the early years, staff use songs and hands-on equipment which support children’s counting and language development. Children are keen to learn and persevere when tasks become challenging, such as doubling two-digit numbers. In some of the older classes, staff use a daily ‘fluent in five’ session to help pupils recall number facts."

Mathematics at Hope Brook School is seen as a crucial everyday part of life, and by developing children’s knowledge to make sense of the world around them they develop their ability to calculate, to reason and to solve problems. Maths enables children to understand and appreciate relationships and pattern in both number and space in their everyday lives. Through their growing knowledge and understanding, children learn to appreciate the development and application of mathematics. Children use and apply their knowledge, skills and understanding in a range of different situations. We aim to ignite children’s love of mathematics through activities and learning both indoors and outdoors. We want all children to have confidence in their mathematical abilities and develop into enthusiastic and successful problem solvers, ready for the next stage in their school careers and academic development. We aim to make mathematics an exciting and varied experience that enables children to flourish and achieve in their daily lives, both now and in the future. 

We provide a broad and balanced education for all pupil that is coherently planned and sequenced towards cumulatively sufficient knowledge for skills and future learning and employment.  We promote the learning and development of our youngest children and ensure they are ready for Key Stage 1. Our mathematics curriculum is based on National Curriculum objectives and is influenced by the resources and schemes of learning from White Rose Maths Hub.

 

Inclusion

We adopt a mastery approach to teaching mathematics at Hope Brook, believing that all pupils can be successful mathematicians: all pupils, within a year group, work on the same objectives at the same time. However, work is set at an appropriate level, with pupils being given the support and challenge relative to their own developmental needs. Some children are picked up in 'scoop-up group interventions' whereby they may be pre-taught a concept coming up in lessons or may need some extra practise to consolidate an aspect of maths.  Our maths education environment is inclusive of all children regardless of their background, abilities or learning needs and are present, participating, supported and achieving in the classroom.  We adapt resources, foster a shared language, hold high expectations for every child, and encourage a supportive social and academic atmosphere where diverse learning styles are accommodated:

 

• Individualised learning: We recognise that children learn differently, at different speeds and through various methods, adapting learning opportunities to meet individual prerequisites and potentials.  This may involve utilizing visual aids, manipulatives, drawings and diagrams.

• Shared participation: We ensure every child has a fair chance to take part in maths lessons, interact with peers in a supportive social context, and engage with the subject in a way that feels valued. 

• High expectations and growth mindset: We maintain high expectations for every child's potential to learn maths and  cultivating a mindset where mistakes are seen as part of the learning process

• Inclusive language: Using clear, understandable language to discuss mathematical concepts and providing opportunities  for all pupils to use mathematical vocabulary

• Support and flexibility: We provide the necessary support and flexible learning environments to help each child make progress, feel secure, confident and be a part of the mathematical community in order to meet their personal goals within the mathematical curriculum.  We pay attention to each child's learning needs, interests and strengths allowing them to set personal priorities within the framework, promoting a resilient and independent approach to problem solving.

Fluency 

We also acknowledge the value of pupils having rapid recall of basic fluency facts such as number bonds, times tables, equivalences etc. Such aspects are developed as an aid to general arithmetic and to free up working memory so that pupils can apply their knowledge to deep thinking tasks and problem solving. All children from Year 1 – 6 take part in regular number bond recall and use Times Tables Rockstars for multiplication recall. Children in Y4 take the statutory end of year Multiplication Tables Check (See information link for parents:  Multiplication tables check: information for parents), to identify whether pupils can fluently recall their times tables up to 12.

Mastering Number at Key Stage 1

Hope Brook is taking part in the National for Excellence in the Teaching of Mathematics (NCETM) project to support the teaching of basic maths skills in our school.

This project aims to secure firm foundations in the development of good number sense (a deep understanding of number) for all children from Reception through to Year 1 and Year 2.

The aim over time is that children will leave KS1 and begin KS2 with fluency in calculation and a confidence and flexibility with number. Research shows that children with secure ‘number sense’ early on will make more progress later on in Maths and across the curriculum.

 

Each class, in KS1, has a daily ‘Mastering Number’ session in addition to their Maths lesson. Over the year, the children will experience using a range of resources and representations, including a small abacus-like piece of equipment called a rekenrek.