“At Alderbury and West Grimstead School, all children will become resilient, fluent mathematicians with an ability to tackle problem solving.”
Our key principles:
- All children are mathematicians.
- Fluency, Reasoning and problem solving are embedded within each of our units across all year groups.
- Children are supported in their understanding through the use of concrete, pictorial and abstract materials.
Typically this means:
We provide a low threshold, high ceiling approach so ALL children learn and grasp news concepts without there being a limit to their depth of understanding.
Children are taught within mixed ability classes by their class teacher.
Children are expected to answer questions in full sentences, they will be supported in using the correct mathematical vocabulary wherever possible.
EYFS & KS1 number fluency is supported by the mastery by number programme
KS2 number fluency is supported by daily multiplication tables
Reception class use the excellent Numberblocks resources, as well as the White Rose materials
As Mathematicians, the key aims of the national curriculum – fluency, problem solving and reasoning – are embedded within mathematics lessons and developed consistently over time. We aim to provide children with a variety of mathematical opportunities, enabling them to make connections in their learning. We want to inspire learners to be confident mathematicians who are not afraid to take risks and who are encouraged to learn from their own and others’ mistakes. We use oracy to support learners’ development of mathematical language and reasoning and are committed to developing independent learners with inquisitive minds.
In order to ensure consistency and progression throughout the school, we use the new White Rose Maths Schemes of Learning to support teachers with their planning. New concepts are introduced through an ‘explore’ activity which encourages learners to engage with the ideas, try different approaches and participate in discussion with their peers. Key vocabulary is shared and discussed and concrete manipulatives and pictorial representations are used regularly to support understanding and prompt discussion. Teachers guide learners through further examples, strategies and problems before learners work more independently.