We want all pupils to enjoy learning and exploring mathematics, and become confident mathematicians, through a carefully structured mastery approach to the subject.
At Gascoigne Primary we follow the Statutory Framework for the EYFS and National Curriculum to teach mathematics. This is delivered using Maths No Problem in KS1 and 2 and the White Rose guidance for EYFS, accompanied by the Numicon programme.
The National Curriculum for Mathematics aims to ensure that all pupils:
We adopt a mastery approach to the teaching of mathematics.
This approach focuses on the belief that all pupils can understand and do maths, given enough time. With good teaching, appropriate resources, and a ‘can do’ attitude, all children can enjoy and achieve in maths.
A mastery approach ensures that procedural fluency and conceptual understanding are developed in tandem, as each support the development of the other. Significant time is spent developing deep knowledge of the key ideas that are needed to underpin future learning. The structure and connections within the mathematics are emphasised, so that pupils develop deep learning that can be sustained.
At Gascoigne Primary School, we introduced the Maths No problem! (MNP) scheme of work from September 2020. This is to support the continuing development of staff subject knowledge and mathematical pedagogy. MNP is one of the NCETM’s recommended textbooks for the teaching of the mastery of mathematics. It is fully aligned with the 2014 National Curriculum. To further support our development of teaching for mastery, we also enrolled on the NCETM Teaching for Mastery Programme in September 2019. This will ensure continued professional development in relation to the mastery of mathematics for all our staff within the next three years.
Maths No Problem adopts a spiral approach to the teaching of mathematics and is based on the Singapore approach to teaching mathematics. It is based upon the theories of Piaget, Dienes, Bruner, Skemp and Vygotsky. The spiral approach develops pupils understanding of concepts and mathematical fluency in a carefully structured progression, which is detailed in the Scheme of Work. through whole class, small step, interactive teaching, where the teaching develops understanding
Lessons are built up in small steps, with opportunities for guided and independent learning. It uses the concrete – pictorial – abstract model of developing understanding. The aim is to ensure that all pupils master concepts before moving onto the next part of the curriculum sequence. The use of CPA ensures that all pupils can access the curriculum, including those new to English. Mathematical reasoning is modelled by teachers and pupils are expected to explain their thinking using the correct vocabulary, thereby demonstrating their understanding.
Children are scaffolded in different ways to ensure that they can access age related content. This can include more time spent on developing and deepening an understanding of concepts through concrete and pictorial representations, before moving onto abstract work, instant intervention through extra guided practice and TLA/Teacher support in class. Children who cannot access the Maths No Problem scheme for thieri year group e.g SEND children have tasks set at an appropriate pitch so that they can learn at their pace, but make progress towards their age related expectations.
As a school, we are keen to develop children’s mental arithmetic skills. Mental maths skills are incorporated into daily lessons; this helps a pupil’s ability to calculate mentally, develop knowledge of number and multiplication facts. We have introduced a focus on retrieval of facts previously learnt as well as fast and automatic recall of number facts.
In key stage 1, the Mastering Number programme has been introduced as a systematic and structured approach to teaching early addition and subtraction skills. The programme includes stages such as adding 1, adding 0, making and breaking numbers to 10, addition and subtraction of numbers below 20 and then applying this to larger 2-digit numbers. Sessions follow a structure of some explicit teaching using an animation and also carefully designed practice questions for the children.
Fluent in Five & Flashback Four
In key stage 2, daily arithmetic practice or ‘fluent in 5’ is built into Maths lessons, the content of which has been carefully mapped to reflect the learning from the previous year that should then become automatic. We will also be using a style called “Flashback four” where the lesson starts with four retrieval questions (from last lesson, last week, last half term and last year). The intention is that this will increase retrieval and will minimise gaps in learning and the need to re-teach contents.
Times Table Rockstars / Numbots
By the end of year 4, children should be proficient in all of their times-tables up to 12x12. In the summer term, the children in year 4 sit the Multiplication Tables Check (MTC) to test their knowledge of times-table. To support the learning and continued practise of times-tables, we use Times Table Rockstars (TTRS). This is an online platform where children engage in a range of games to improve their speed and accuracy with times-tables.
Prior to learning their times-tables, children need to become proficient in their basic addition and subtraction skills. To support this, we use Numbots. This is linked to TTRS. Children in keys stage 1 use to become faster and more efficient at their basic number bonds.
All children are encouraged to practise on the relevant game daily at home and weekly at school.