Maths

Our Intent for Mathematical Learning at Chesterton Primary

When teaching mathematics at Chesterton, we intend to provide a curriculum which caters for the needs of all individuals and sets them up with the necessary skills and knowledge for them to become successful in their future adventures. Lessons incorporate sustained levels of challenge through varied and high quality activities with a focus on fluency, reasoning and problem solving. Planning builds a deep conceptual understanding of maths and its interrelated content in small steps so that children can apply their learning in different situations. Mathematical talk develops children’s ability to articulate, discuss and explain their thinking using appropriate mathematical vocabulary. We encourage ‘mistake friendly’ classrooms where children see mistakes as learning tools – there is an emphasis placed upon developing the power to ‘think’ rather than just the ‘do’.

Planning and assessment tools

Our teachers use the long term plans that are supported by a range of medium term units from sources such as White Rose, Herts4Learning and NCETM. Our skilled teachers use these resources to plan differentiated lessons using access and depth that meet the developmental needs of each child. Chesterton Primary School also uses the NCETM mastering number programme in EYFS and KS1 to support with number talk, fluency and conceptual awareness.

Children are assessed regularly as within and across lessons using assessment for learning techniques; this includes opportunities for children to self-assess at regular points in the lesson. Children are assessed termly using PiXL papers for maths. In EYFS, children are assessed against the ELG framework. In year’s two and six, children also have regular opportunities to be assessed using the end of key stage materials for maths.

Within each maths lesson, the children have experiences of:

Fluency
Number talk
Access and Depth
Autonomy
Adaptation

This enables all learners to be successful within every lesson.

All our lessons are underpinned by concreate, pictorial and abstract opportunities to work.

What we want our mathematicians to achieve before they leave?

Children who happy learners who talk enthusiastically about their learning and eager to further their progress in maths
Pupils can use mathematical language confidently to make links between lessons, units and the wider curriculum.
Children will be fluent in a range of number facts and procedures.
Because of whole class teaching, pupils will be confident in collaborating in their maths lessons.
Pupils who are new to English are supported through having a strong emphasis on mathematical talk – pupils can translate resources using tablets to integrate more confidently into lessons.
Pupils have autonomy in their approach. Pupils can decide the best method for them and have a range of strategies to draw upon.
For pupils to demonstrate their learning in a range of formats. This may include drawing diagrams or pictorial representations.
For pupils to be able to use concrete resources to demonstrate what they know.
To know their multiplication and division facts confidently in year four. We know how important this is for confident mastery of fractions in year five and six.