How to support your child at home, maths calculations and manipulatives guidance, information for parents/carers.
At Ainderby Steeple CE School, our intent for Mathematics is to teach a rich and progressive and appropriately challenging curriculum. We want our children to use mathematical skills to reason, problem solve and develop fluent conceptual understanding, and to be able apply these independently across the whole of their learning as well as discreet maths lessons.
We aim to challenge pupils and encourage them to take ownership of their learning, developing their responsibility and resilience. We want our pupils to celebrate their mathematical successes and be honest about what they find difficult – seeing overcoming difficulties as an essential part of the learning process.
At Ainderby, we intend to deliver lessons which are fun, engaging and practical. We want pupils to be confident mathematicians, with an enjoyment of the subject and a ‘can do’ attitude.
What does numeracy look like at our school?
Planning: The progression of Mathematics across school is in line with age related expectations based on NC2014 and supported by White Rose Maths Hub medium term planning (adjusted appropriately to ensure full curriculum coverage ready for end of key stage assessments, Y2 and Y6 and to fit our variable class structure).
Teaching: Teachers use a variety of resources to meet children’s learning needs (e.g. manipulatives, bar models and other pictorial representations, practical/hands on learning). In addition, opportunities are created for reasoning and problem-solving so pupils develop resilience as they use and apply their mathematical understanding.
There is no dependence on a single source for teaching materials. Teachers are mindful of the needs of their pupils when selecting resources to meet the learning objectives and ensure appropriate differentiation both within and across year groups in our mixed-age classes.
Marking and feedback: This is designed to support children to know what they need to do to improve and may be given verbally or through book-marking and next -steps. Interventions are put in place to support those at risk of falling behind age-related expectations.
Assessment: Sonar is used to keep a record of each child’s achievement. Curriculum coverage statements are updated regularly and progress recorded at the end of each term. We also use end of unit assessments from the White Rose Scheme of Learning after each topic. Termly written assessments indicate how children are performing against age-related expectations.
Opportunities to celebrate numeracy
Marvellous Mathematician Certificates and rewards for times table achievements in Celebration Assemblies, termly North Yorkshire Sumdog Contests.
The impact of our mathematics curriculum is that we are creating a wholesome learning environment where Maths is fun and it is OK to make mistakes. Our children want to be the best mathematicians they can be and are willing to ‘have a go’ – even when they don’t fully know an answer.
By using a range of activities and resources in maths lessons, our children are able to show evidence of applied fluency and reasoning. They are able to use a variety of equipment and strategies creatively (including pictures/diagrams) to represent processes and can choose the calculation method best for them. As a result, children are developing their mathematical resilience and their ability to articulate their understanding.
Quotes from our children
“I like doing maths because I am a mathematician. I like doing it outside because I get fresh air.”
“I like 5-minute maths, you get to learn to do things faster.”
“I think maths is good and I have got better at it.”
“I like maths because I want to be an accountant when I’m older.”