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Maths at The White House School

 

Mathematics equips pupils with a uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem-solving skills and the ability to think in abstract ways. A good, broad mathematical education is essential for all pupils to enable them to meet the responsibilities of adult life.

Maths plays a major role in the overall school curriculum and is constantly used in everyday school life. It is a creative discipline.


At The White House School we help all children to develop their mathematical skills within their capabilities. We also foster an enthusiasm and fascination about Maths. We build confidence, provide challenges and provide a variety of mathematical experiences to develop logical thought and persistence in problem solving. We encourage children to apply their knowledge and skills to solve increasingly complex problems and to use Maths to reason and explain, using mathematical terminology with confidence.


Our programme of Mathematics is based on, and sometimes extends, the guidance of the National Curriculum for Mathematics (2014). In the Foundation Stage the curriculum is guided by the areas of Learning & Development of the Early Years Foundation Stage. The use and application of Maths is found in practical, investigational, problem solving and oral activities. Mental Mathematics is a regular feature of lessons and children are taught both formal written and informal methods of calculation. Staff have high expectations of pupils and we constantly aim to raise the standards and achievements of all pupils.

 

We aim for our pupils to:

• have a well-developed sense of the size of a number and where it fits into the number system

• know by heart number facts such as number bonds, multiplication tables, doubles and halves

• calculate accurately and efficiently, both mentally and on paper

• use what they know by heart to calculate mentally

• draw on a range of calculation strategies

• make sense of number problems, including non-routine/’real-life’ problems and identify the operations needed to solve them

• explain their methods and reasoning, using correct mathematical terms

• judge whether their answers are reasonable and have strategies for checking them where necessary

• suggest suitable units for measuring and make sensible estimates of measurements

• explain and make predictions from the numbers in graphs, diagrams, charts and tables

• develop spatial awareness and an understanding of the properties of 2d and 3d shapes

• use mathematical knowledge to cross topic boundaries
 

Maths is taught daily and discretely. Sometimes the focus for the session is new learning, at other times pupils may be practising technique, to master the application of a concept they have learned earlier, or applying a learnt technique to problem solving. The focus of the session may vary for different children depending on their learning needs.

 

Teaching is organised to enable pupils of all abilities to learn and progress. Children with Special Educational Needs are supported by the SENCO, Teachers and Teaching Assistants where appropriate. Maths targets feature in Individual Education Plans. Children of above average ability are offered extension and enrichment activities. Children take part in Maths competitions, both locally and nationally, including the Primary Maths Challenge and recently the Moreton Maths Challenge. Maths Club supports and extends mathematical learning in school.

 

Assessment


Formative Assessment
Teachers integrate the use of formative assessment strategies such as effective questioning, clear

learning objectives, the use of success criteria and effective feedback and response in their teaching.

 

Summative Assessment

Using half termly tests, pupils are assessed against NC expectations every half term. National Curriculum tests are used at the end of KS1 and 2; teachers use past and sample papers to inform their assessments as they prepare pupils for these assessments.


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