We want all pupils at Coulsdon C of E Primary School to become competent and independent mathematicians. Our maths teaching aims to develop children’s fluency, reasoning and problem solving and the ‘mastery approach’ to teaching maths is an underlying principle. This gives all children the opportunity to deepen their mathematical understanding, make connections and reason maths.
At Coulsdon C of E Primary School, we use White Rose Maths (WRM) to lead our planning. It links to the aims and objectives of the National Curriculum, has number at it’s heart and provides plenty of opportunities to build reasoning and problem solving elements into the curriculum. To supplement our planning, we use Twinkl (Dive into Mastery), NRich and NCETM resources. In addition to WRM, children participate in regular mathematical investigations, to enable them to demonstrate deeper understanding of their mathematical knowledge and skills.
We believe that all children should have the opportunity to build competency by taking the Concrete, Pictorial and Abstract (CPA) approach. This is particularly true when introduced to a new concept.
Concrete – children should have the opportunity to use concrete objects and manipulatives to help them understand what they are doing.
Pictorial – alongside manipulatives, children should use pictorial representations. These representations can then be used to help reason and solve problems.
Abstract – both concrete and pictorial representations should support children’s understanding of abstract methods.
To support us we have a range of mathematical resources in classrooms including beadstrings, Base10, counters and number lines.
Mini assessments take place at the end of each unit of learning and pupils’ progress and attainment is tracked. Formative assessment takes place on a daily basis and teachers adjust planning accordingly to meet the needs of their class. Children’s attainment is discussed with senior leaders in pupil progress meetings and measures are put in place to help those children not making the required progress. Interventions include small group work, Numberbox, Plus 1 and Plus 2 coaching. The teaching of mathematics is monitored by leaders through lesson observations and book scrutinies.
Daily, short adult-led focused inputs which can either be for the whole class or groups. This may include number rhymes, songs, and games as well as suggested prompts for learning from WRM. The children also have regular opportunities to practise their counting and subitising skills and revisit prior learning.
These inputs can be followed up with short adult-led activities. Opportunities to practise new skills through play are encouraged in different areas of the provision either independently or with adult support.
What do our children say
I am getting good at counting. I can count to 100 - Shenai Year 1
I like using different equipment in maths - Freddie Year 2
I love Maths because it’s fun! - Joshua Year 3
Sometimes maths is really tricky but I like tricky maths - Albie Year 3
Sometimes the teacher helps me - Ayla Year 3
I like learning new things in maths and I like to problem solve - Soraya Year 6
When you make mistakes, you learn more - Audrey Year 6
Maths at Home
In order for children to maximise their progress, it is important for children to practice their fluency skills at home. All pupils in Years 1-6 have their own personal log-in details for them to access MyMaths. They can use this platform to complete tasks set by their teacher and to explore a wide range of maths activities. Pupils in Year 2 (summer term) - Year 6 also have their own individual login and access to Times Table Rockstars (TTR). Children benefit greatly from regular practice of times tables and TTR makes it fun.
In addition to this, we recommend the following websites:
Children in Reception, Year 1 and Year 2 are participating in a major new initiative from the NCETM and Maths Hubs - the Mastering Number programme. It’s aim is to strengthen the understanding of number and fluency with number facts.