Reaching for the Stars with Aspiration and Hope
Our Vision is Reaching for the Stars in Aspiration and Hope. A true maths learner is one who is conversant and confident in mathematical language, one who is unafraid to learn this new way of talking. Our aspiration for pupils in maths is clear through our mastery aims, we encourage a growth mindset and a can do attitude!
The National Curriculum, 2014 shares that:
Teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum.
Teachers should develop pupils’ numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics. Pupils should be taught to apply arithmetic fluently to problems, understand and use measures, make estimates and sense check their work. Pupils should apply their geometric and algebraic understanding, and relate their understanding of probability to the notions of risk and uncertainty. They should also understand the cycle of collecting, presenting and analysing data. They should be taught to apply their mathematics to both routine and non-routine problems, including breaking down more complex problems into a series of simpler steps.
As a school we endorse the curriculum aims that :
Children become FLUENT in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. We have daily Number Masters to keep up these skills and a daily Skill it as part of our taught session.
Are able to REASON mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language can solve problems by applying their mathematics to a variety of routine and non routine. Our daily Apply it focus live this out for children in practice.
Can SOLVE PROBLEMS with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. When children are applying and deepening their learning, they are grappling, discussing and debating maths both as an internal process and as a dialogue with their teacher and peers. Within our taught sessions children have opportunity to do this within Deepen it questions.
Mastery in Maths
As a school we have developed a Bromesberrow Mastery Approach, which is consistent across the school from early years to year 6. We have built this with support from our Glow Maths Hub http://www.glowmathshub.com/. When looking at mastery we consider and understand the following:
- Staff understand that the essential idea behind ‘mastery in mathematics’ is that all pupils need a deep understanding of the mathematics they are learning so that future mathematical learning is built on solid foundations which not need to be retaught.
- Staff proactively promote a ‘can do’ attitude to mathematics for all pupils.
- All pupils are encouraged to develop a growth mindset.
- Staff do not label pupils such as ‘good/no good at maths and ‘high/low ability’ (based on previous attainment).
- Staff believe that the vast majority of pupils can attain mastery of the key ideas in mathematics.
- Staff believe success is linked to effort hard work.
- Staff understand mastery of mathematics is not a fixed state but a continuum.
- Key ideas and building blocks are important for everyone.
- The class work together on the same key point, whilst at the same time challenging and supporting pupils to gain depth of understanding and proficiency.Acceleration to higher content is avoided.
Times Tables- There is daily x table practice from Y2 upwards to ensure that children know their times tables securely at the end of Y4. The school have bought into Times Table Rockstars to support children in learning their tables at home. This is available through the school website is set as regular homework to support children to develop fluency.
Non-Negotiables- there is an agreed list of non-negotiables for maths fluency in each classroom.
Maths Tool Boxes- Each class have maths toolboxes available to the children at all times. This supports our 3B4ME philosophy of encouraging independence and resilience in our learners, particularly in regards to mastery and greater depth learning.