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Maths

"I like maths because everyday we do something new and exciting. We are going to need maths in everything we do in life!" 

Eliza Year 4

 Our Aims:

We aim to provide the pupils with a mathematics curriculum which will produce individuals who are numerate, creative, independent, inquisitive, evaluative and confident. We also provide a stimulating environment and adequate resources so that pupils can develop their mathematical skills to their full potential.

 

Mathematics equips pupils with the uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, calculating, problem solving skills and the ability to think in abstract ways.

 

"Maths is important in everyday life. Maths has been around since the Greeks and helped them solve lots of problems."

James Year 6

 

It is integral to all aspects of life and with this in mind we endeavor to ensure that children develop a positive and enthusiastic attitude towards mathematics that will stay with them.

 

"I love that everyone has their hands up in maths and wants to be involved in the discussion." 

Mathis Year 5 

Ambition for All: 

We recognise children are more likely to develop a positive attitude towards mathematics if they are repeatedly successful in it, especially if they are made aware of their successes! We hope to achieve this by supporting all children to master maths through the careful design of our lessons, the resources we use to represent concepts and the depth of coverage of a concept.  By doing this, we hope children will acquire a solid understanding of the maths. 

 

'All children's chances of success are maximised if they develop deep and lasting understanding of mathematical procedures and concepts.' NCETM 

Mastery in Practice 

Our planning and curriculum design aims to raise engagement, confidence and coherence within the subject to meet the outcomes of the National Curriculum (2014):

 

  • All pupils should become fluent in the fundamentals of mathematics, including through varied and frequent practice, so that pupils develop conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems.
  • The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. When to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage.
  • Pupils who grasp concepts rapidly should be challenged through rich and sophisticated problems before any acceleration through new content. Those pupils who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

 

We have re-designed our curriculum to ensure it is carefully sequenced and mapped out across all phases; establishing continuity and supporting the pupils’ progression through the school. In the early stages of the curriculum, our content focuses on teaching the fundamental skills and knowledge in considerable depth, as we recognise this is crucial for developing confident mathematicians in future years.

 

"I like white board work at the start of lessons, it gives everyone the chance to get the question. No one gets left behind."

Cooper Year 5

 

Teachers aim to design lessons that include small manageable steps, which must each be mastered before pupils move to the next stage. The planning cycle draws on evidence from observations of pupils in class and allows time for knowledge and skills to be regularly recalled. A well-designed lesson will explore new concepts as a whole class; enabling children will work together and encourage common discussions. The use of precise questioning ensures that all children begin to think deeply about mathematical concepts and well becoming fluent in applying their knowledge.

 

"I like how my teacher always has another question ready to make it a challenge and is always asking us to explain our answers."

Libby Year 5 

 

We aim not to prioritise technical proficiency over conceptual understanding as these two key aspects of mathematical learning need to be developed in conjunction to achieve confidence and competence. Representations play a central role in achieving a deep conceptual understanding as they allow all children to ‘see’ the maths and become fluent in their use.

New for September 2022 - 'School Day' Nursery places - places still available. See 'Joining in Nursery' on the website for further information. Please call the School Office (020 8894 4777) for tours of our Nursery on Tuesday or Thursday mornings.
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