Maths Curriculum at Barford St Peter’s Primary School
Vision and Ethos:
The aims of our math’s teaching at Barford St Peter’s Primary School are aligned with the aims of the National Curriculum: fluency, reasoning and problem solving – both in the mathematics lesson and across the curriculum. We recognise that pupils need to learn basic number facts and acquire fluency in procedures, alongside developing conceptual understanding if they are to be able to solve increasingly complex problems in life and later in the workplace.
A mastery approach to the teaching of mathematics has been adopted, so we have high expectations of all our pupils. We strive to develop confident, resilient and resourceful mathematicians. We endeavour to make the mathematics curriculum accessible to all pupils, moving them through the programme of study at broadly the same pace. All children need a deep understanding of the mathematics they are learning in order that future learning is built upon firm foundations. We have adopted a range of strategies such as pre-teaching, same day ‘catch up’ sessions and additional practice to prevent children falling behind.
Part of our approach includes adopting a ‘growth mindset’. Children at Barford are encouraged to believe they are all capable of learning and doing mathematics, given sufficient time, good teaching, appropriate resources and effort.
We believe that the key to success with all learners is quality first teaching. This is promoted through ongoing professional development in staff meetings and courses.
Teaching and Learning:
There are aspects of mathematics teaching which will be seen in every classroom at Barford St Peter’s:
- a positive attitude toward and a sense of excitement about mathematics
- children learn through active enquiry and experiment using concrete materials, represent their mathematical ideas through images and follow a clear progression toward recording abstractly (concrete-pictorial-abstract)
- children learn to use multiple representations
- mathematical skills are practised and applied across the curriculum
- a mathematically rich environment supports learning
- communication, using precise mathematical language is an expectation
- independence is encouraged
- fluency and flexibility features strongly in every lesson
- adults use skillful questioning to reveal, probe and address misconceptions
- mini plenaries are used to evaluate what has been learnt, review success criteria and address misconceptions
- there are opportunities for peer/self-assessment so children understand what they have attained and where to go next
- children who grasp concepts rapidly are challenged through rich and sophisticated problems
- scaffolding is provided for children when required
- skillful assessment identifies children who are struggling to grasp concepts leading to guided groups and catch up sessions.