At Barby C of E Primary, we strive to equip our children with the knowledge and confidence to become competent mathematicians who enjoy applying their deep understanding of mathematical concepts to reasoning and problem-solving situations, both in and out of the classroom. By using concrete manipulatives, pictorial diagrams and abstract representations, children become fluent in the fundamentals of mathematics, learn to reason mathematically and to solve problems. We believe that being able to talk about the mathematics the children are experiencing is vital for them to be able to reason and solve problems, so we use rich questioning and discussion, active and involving teaching approaches and actively encourage reflection on learning.
Our Maths teaching is underpinned by the belief that all children need a deep understanding of the mathematics they are learning. This is what we mean by Mastery which, we believe, will be achieved when more time is spent on key concepts that are then revisited and reviewed. This allows for the development of depth and sufficient practice to embed learning. We ensure all pupils have access to the concepts and the rich connections between them. Mastery is, therefore, the aim for all children, hence we have an ambitious Maths curriculum for all.
Devoting time to key concepts enables us to:
- Represent concepts in lots of different ways (multiple representations).
- Teach the processes, then allow the children to apply their knowledge, increasingly rapidly and accurately. (Following a process / procedure won’t enable mastery; applying a process will!)
- Commit key facts to children’s long-term memory.
Therefore, at an age appropriate level, we expect the vast majority of our children to be able to:
- Use mathematical concepts, facts and procedures appropriately, flexibly and fluently
- Have a sufficient depth of knowledge and understanding to reason and explain mathematical concepts and procedures and use them to solve a variety of problems.
- Recall key number facts e.g. number bonds and times tables with speed and accuracy and use them to calculate and work out unknown facts.
Long Term Overview at Barby
In Early Years, we follow the White Rose plan for Maths whilst in Key Stages 1 and 2, we cover the National Curriculum by following the progression of units taken from the White Rose Yearly Overviews (mixed- age class overviews are used where required). This sets out each curriculum area into small steps so we can ensure skills progression and curriculum coverage. These are used to inform and support planning and are adapted in response to the needs of the children.
To find out more about White Rose Maths and how you can help your child with their learning, click here.
A sound understanding of place value and the number system is essential for children to carry out calculations efficiently and accurately. The purpose of this document is to outline the stages of progress for written calculation methods in the four operations. Each operation uses the concrete, pictorial and abstract (CPA) sequence to support the children in gaining a secure understanding of each concept.
Our Calculation Policies
This guide shows how the National Curriculum progresses through topics and how the topics are developed over time. Teachers can see what they need to cover in their year group, what students will have covered in previous years and where the learning continues next year. As the curriculum is cumulative, these topics are revisited often within and across year groups.
In addition to these documents, we have developed a series of learning journeys which break down the small steps for each unit of work into the skills which need to be taught. This helps with pitch and expectations of work in maths lessons, as well as being an invaluable tool for assessment for learning and assessment of learning.
Key Instant Recall Facts
KIRFs (Key Instant Recall Facts) are designed to support the development of the mental skills that underpin much of the maths work in school. Instant recall facts help enormously with mental agility within maths lessons. When children move onto written calculations, knowing these facts can be very beneficial. Each year group is allocated six facts to focus on throughout the year, in line with age-related expectations. These are practiced in daily Maths Meeting sessions and sent home to parents to support at home. Each half term, children will be assessed on their year group’s KIRF, teachers track the outcomes of these interventions and provide support where necessary.