Theydon Bois Primary School

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Maths

Intent

At Theydon Bois Primary School, our aim is to develop confident mathematicians. We believe that a high-quality mathematics education is essential to understanding the world around us and that every child is capable of understanding mathematics. 

Through our mathematics curriculum, we strive to foster a love and curiosity around mathematics by exploring and delivering mathematical skills through conscious decision making and awareness of learning and progress, needs and abilities. Pupils are encouraged to explore and enjoy mathematics in a variety of contexts becoming independent, confident, fluent mathematicians, who can explain and reason mathematically. Oracy is an important part of mathematics and, because of this, key vocabulary and stem sentences are a focal point for planning, teaching and learning.

Children learn through a range of concrete, pictorial and abstract forms, with the curriculum being split into small steps whereby it builds on prior learning. Real-life examples highlight the importance of mathematics and the pupils are encouraged to sport patterns and ask questions. Through this approach they will develop resilience and self-confidence in applying their learning to different areas of maths. The collaboration between peers and the relationship between learners and their class teacher drives the learning and informs the content, strategies and real-life contextualisation to maximise the progress and learning opportunities.

 

We are committed to ensuring that all children: 

  • enjoy mathematics;

  • believe they are capable mathematicians;

  • develop mathematical fluency and number sense;

  • become independent mathematicians;

  • can use a range of effective strategies;

  • can spot patterns and are inquisitive;

  • can reason and problem solve mathematically;

  • understand the relevance of mathematics in real-life contexts.

 

At Theydon Bois Primary School, mathematics is a vital part of the children’s learning journey; it is often seen not only in mathematics lessons, but in other areas of the curriculum. Through our rich inclusive and engaging curriculum, we strive to empower every child with the skills and confidence needed to thrive both academically and personally.  

Implementation - How do we teach maths at Theydon Bois Primary School? 

Across the school we adopt a mastery approach to mathematics, backed by the NCETM and Venn Essex Maths Hub. The five strands of maths mastery (coherence, representation, mathematical thinking, fluency and variation) are a focus for all strands of maths (number, measurement, geometry and statistics). These mastery strands guide how mathematics is taught to ensure students build a deep, interconnected understanding of the subject rather than just memorizing facts. Children are encouraged to use oracy daily within mathematics lessons to support their understanding and ability to explain their thinking. Key vocabulary is explicitly taught and used throughout the school to give children the tools to speak confidently mathematically. 

At Theydon Bois Primary School, we follow White Rose Maths (WRM) scheme of learning, with enhancements from ESSENTIAL Maths, NCETM, NRich and more. Sessions are delivered each day to the whole class, with pupils in Year 1 and 2 being split into 4 smaller classes (2 x Year 1 and 2 x Year 2). Children who require additional support in mathematical fluency and number sense may participate in focussed intervention groups. 

White Rose Maths follows both the mastery and small steps approach to teaching mathematics. It provides opportunities for children to improve their fluency. As well as this, it also includes a range of STEM sentences to support  children with mathematical reasoning and problem solving. 



In EYFS, maths is explicitly taught as part of the following Early Learning Goals: 

  • Number: Children have a deep understanding of number to 10 (including composition), subitise up to 5, and automatically recall number bonds up to 5, and some number bonds to 10 (including double facts).

  • Numerical Patterns: Children verbally count beyond 20, recognise the pattern of the counting system, compare quantities up to 10, and explore and represent patterns within numbers up to 10.

Mathematics is also incorporated throughout a number of the other learning goals such as Communication and Language and Understanding the World. Maths will be accessed by all children through continuous provision and teacher-led learning regularly throughout the year. 

In KS1:

  • daily maths lessons using the mastery approach;

  • daily mastering number sessions (focussing on number sense);

  • use of a range of manipulatives for the CPA pedagogy; and

  • explicit teaching of key vocabulary and STEM sentences;

  • regular opportunities to reason mathematically and use and develop oracy skills. 

In LKS2:

  • daily maths lessons using the mastery approach;

  • use of a range of manipulatives for the CPA pedagogy;

  • timestable activities 3-4 times a week (focussing on both rapid recall and understanding);

  • explicit teaching of key vocabulary and STEM sentences;

  • weekly fluency opportunities for children to practise mathematical skills;

  • regular opportunities for pupils to develop their oracy skills; and

  • regular opportunities to reason mathematically. 

In UKS2:

  • daily maths lessons using the mastery approach;

  • regular opportunities to reason mathematically;

  • use of a range of manipulatives for the CPA pedagogy;

  • explicit teaching of key vocabulary and STEM sentences;

  • weekly fluency opportunities for children to practise mathematical skills;

  • weekly arithmetic focus session and mini test to develop fluency with these skills.  

  • regular opportunities for pupils to develop their oracy skills; and

  • regular opportunities to reason mathematically. 

 

When planning for an objective or unit of work, teachers are expected to take the following mastery strategies into account:

  • What do children need to know to be successful in this new learning?

  • Small steps 

  • Mathematical vocabulary and STEM sentences

  • I try, you try style of delivery

  • Implementing the concrete, pictorial and abstract (CPA) approach to introducing, exploring and applying mathematical skills

  • Applying/using bar model approach to support problem solving

  • Considering key questions

  • Multiple opportunities per lesson for verbal and written reasoning, with exploration 

  • Inclusion of relevant problem solving opportunities where children are expected to draw on and apply multiple concepts to address or approach a challenge

  • Modelling of skills and approaches

  • Modelling and sharing of efficient and accurate application of methods

  • Include all learners, regardless of ability, providing support and resources to those children with additional needs

 

Termly, there are opportunities provided for children to apply their learning through examination. These examinations are used to identify gaps and help to plan the next steps for individuals and classes. End-of-year assessments will be completed in May (Years 2 and 6 SATs) or June (rest of the school) to provide teachers with individual attainment and progress. 

Teachers are expected to audit their subject knowledge of maths, use the relevant guidance provided by schemes of work and seek guidance from the Maths Subject Leader to be best equipped to deliver lessons for our children.

Please use the homework links below

MyMaths

Times Table Rock Stars

1-Minute Maths

White Rose Maths

Oak National Academy

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