Maths

It is our intent to instil a love of mathematics within our pupils so that they are excited and engaged with their learning. We aim to provide meaning and purpose for the mathematical skills they are learning so that they understand the importance of the subject in their wider life, both now and in their adult lives.

Children should leave Windrush school with a comprehensive understanding of the maths stipulated within the national curriculum and have a fluent knowledge of number bonds, multiplication tables and number facts appropriate to their age. They will be able to tackle complex problems using strategies they have been taught to break the problem down and use a range of representations to help them understand what is being asked of them. Children should be able to reason about mathematical statements using a wide range of vocabulary which is tailored to the area of mathematics they are discussing.

They will feel confident in their knowledge to make links between their learning and to use manipulatives, diagrams and calculations as evidence to support their arguments. Pupils should have a strong understanding of how to use manipulatives to support their learning when they are attempting a new skill, feel less confident or are trying to prove or disprove a theory.

The school will be using the mastery approach and all new teachers will be trained so that they understand the 5 main principles of mastery. 

Through this approach, all children will have access to the same learning opportunities and teachers will carefully support and scaffold learning so that it is tailored to children’s specific needs - e.g. using manipulatives when completing calculations rather than drawing representations. Support and scaffolding will be planned thoroughly to develop independent strategies and to ensure that there is no reliance on manipulatives. Children with exceptional SEN needs may be accessing specific additional provision, however this will only be the case for children who are significantly behind their year group expectations. Planning will ensure that children are stretched and challenged through questioning, problem solving, reasoning and investigation of maths. Mathematical talk and language development will give children the tools to discuss their learning, explain their answers and confidently ask and answer questions.

Teachers are now using Mastering Early Number form NCETM in Reception, Year 1 and Year 2 to ensure children have a rapid recall of the number facts that are appropriate for their age and stage of development. This will enable children to access more difficult tasks and to become confident mathematicians as they move up through the school.