At Glade, our aim is for every child to leave as a successful, confident and resilient mathematician; who understands that mathematics is a fundamental part of everyday life and the world we live in.
We aim to develop in children, a positive attitude to mathematics as an interesting and valuable subject. To accomplish this, the children experience a range of learning strategies whilst working cooperatively, collaboratively and independently. The medium term plans are informed by the White Rose resource materials, although these are adapted to suit learner's needs when required.
Children will link learning experiences together to build upon their mathematical understanding and to develop fluency.
Children at Glade have the opportunity to ask, as well as answer, mathematical questions and to provide explanations.
We recognise that there are children of differing mathematical abilities in each class and endeavour to provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. At Glade, we believe that every child is capable of success.
In the National Curriculum, mastery of content is key and a lot of emphasis is placed on problem-solving and reasoning; not just fluency. Therefore, we prioritise the use of variation and this is being developed across the school. For us, it is important that children understand the fundamentals of arithmetic, so they are able to apply this understanding in different contexts.
We understand that there are many steps that must be taken for a child to master a concept, and we use manipulatives such as diennes, multilink, place value counters to name a few and pictorial representations such as bar models and part whole models, to support them in mastering the content.
We further believe that the use of variation empowers children to develop their own preferred method for solving some calculations.
- Pupils may be assessed by the class teacher through mini white boards during mini plenaries; .
- Responses in games or activities
- Responses to pupils' written work
The subject leader monitors the effective delivery of the maths curriculum by:
- Conducting book looks;
- Looking at planning for medium and short term
- Observing children in lessons;
- Completing pupil perception interviews;
- Reviewing PIXL and multiplication data.
- Analysing the teacher assessments on Pupil Asset.