Our maths curriculum
Hayes pupils work within the framework of the National Curriculum for Mathematics and teachers plan learning that is appropriately pitched to the ages and abilities of pupils across the Foundation Stage, Key Stage 1 and 2. We recognise the importance of mathematics to everyday life and we use it where possible across the curriculum.
All pupils learn mathematics through a mastery approach. We aim for students to be fluent and develop their understanding of mathematical concepts through reasoning and problem solving opportunities. Number underpins almost every area of mathematics. Without firm foundations in number, children are likely to struggle with other aspects of mathematics. The three main aims of the national curriculum are for all children to be fluent, to be able to reason and problem solve. It’s therefore vital that all children can access all of these types of learning through scaffolding and support where necessary We believe that Mathematics is best learnt when it is based on a rich diet of practical work and visual images combined with mathematical talk. We aim to provide real opportunities to problem solve and apply mathematics on a frequent basis.
Our curriculum provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
How we teach maths
We take children on a ‘small step’ journey through the National Curriculum which allows them to have a solid conceptual understanding of what they are learning. Lessons are structured to ensure that children have the opportunity to become fluent in mathematical concepts but also to apply their learning into varied fluency, problem solving and reasoning questions.
We use White Rose Maths as a starting point for our planning but edit the lessons and resources to meet the needs of our children. We use our teacher assessment and QLA grids alongside White Rose Maths to ensure that all gaps and topics are being covered.
When required, we use the Concrete, Pictoral and Abstract (CPA) approach to give children the chance to develop their understanding of a concept rather than just learning a process to get the right answers. New concepts are first introduced by acting it out with real objects before being further explained using diagrams or pictures. Eventually, problems are represented using mathematical notation i.e. numbers and symbols. This allows the gradual progression from tangible objects, to visuals, to symbols.
We believe times tables are fundamental as they provide children with an important foundation for learning different aspects of maths. Therefore, we give children regular opportunities to practise their times tables through games, activities and songs. Children use Times Tables Rock Stars at home to practise and this is incentivised in school.
Catch up tutoring and in school interventions are used to target support key children who require additional intervention to leave school at the expected standard.