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Tewin Cowper

CofE Primary School

Small School Big Dreams

Maths

At Tewin Cowper Primary School we believe that the teaching of mathematics should equip children with unique, powerful tools to help them understand and make sense of the world around them. These tools include logical reasoning, problem solving skills and the ability to think in abstract ways.

Mathematics is a whole network of concepts and relationships which children can use to analyse and communicate information and ideas and to tackle a range of practical tasks and real-life problems. Mathematics is important in everyday life. It is integral to all aspects of life and we will endeavour to ensure that children develop a healthy and enthusiastic attitude towards mathematics that will stay with them and make them happy, confident lifelong learners.

 

Curriculum aims:

The national curriculum for mathematics aims to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. 

  • can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

 

Our school aims:

Maths should be seen as a vehicle to enable and not disable our children. We aim:

  • To promote a positive attitude towards the learning of mathematics.

  • To develop an enjoyment of learning through practical activity, exploration and discussion;

  • To develop confidence and competence with numbers and the number system through rapid recall;

  • To develop a conceptual understanding in order to solve problems through decision-making and reasoning in a range of contexts;

  • To develop a practical understanding of the ways in which information is gathered and presented;

  • To help children understand the importance of mathematics in everyday life.

  • To review the Maths policy every two years.

 

Our approach for teaching to Maths Mastery is based on the Singapore Maths Mastery model of using a concrete, pictorial and abstract way of approaching maths and teaching children to develop a  'Growth Mindset.' 

 

This year we are proud to be one of the few schools using 'Power Maths' that has been recommended by the DfE, as an exciting whole-class mastery model fuelled with a positive 'I can' attitude to Maths that every child in our school can access. Power Maths has been written specifically for UK classrooms by leading mastery experts. Our Power Maths lessons always start off with a problem to solve to help spark a curiosity and excitement for maths and equip children with deeper understanding.

 

What a visitor might typically see in maths learning in our school

  • Whole class direct teaching with clear and progressive modelling of concepts and procedures with sequences of varied examples

  • The consistent use of core manipulatives and representations to support ability to access learning and to deepen children’s understanding

  • Rehearsal of core facts and strategies through the development of frequent ‘intelligent rehearsal’ (Fluency Feeders)

  • Rich mathematical talk given high status and supported by the learning environment and teachers’ questioning

  • Emphasis placed on ‘learning’ through reasoning, developing multiple strategies and concepts towards understanding

  • Pupils ‘grappling’ with learning mathematical concepts

  • Challenge for pupils grasping concepts quickly is provided through depth and breadth of experience

  • A few areas of learning covered more deeply in a half term

  • Daily opportunities to reason and problem solve

  • Differentiation achieved through:

    • adjustments to allow access to whole class learning

    • increase in challenge through adjustment for depth and breadth to whole class learning.

 

How a child’s understanding of Maths concepts is developed

  • A ‘Growth Mindset’ classroom ethos where all children believe they can achieve.

  • Mathematical experiences using concrete equipment; children need opportunities to ‘manipulate, experience and see.’

  • Use of clear mathematical language, often modelled to the children within a structured framework.

  • Use of strong images, diagrams and models (e.g. ITPs, Bar Modelling, counting sticks and representations of concrete equipment.)

  • Investigative / open-ended approaches where children have time to think.

  • Investigative, independent work that leads to deeper understanding

  • The use of rich mathematical tasks.

  • Questioning that encourages higher order thinking skills.

 

Times Table Expectations

  • Early Years To begin early counting – forward and backwards

  • Reception To count in groups of 1, 2 and 10

  • Year 1 To count in groups of 2, 5 and 10

  • Year 2 Times tables (2,3,4,5,10)

  • Year 3 Times tables (2,3,4,5,8,10)

  • Year 4 All of the times tables

  • Year 5 All of the times tables - rapid recall and square numbers

  • Year 6 All of the times tables - rapid recall and square numbers

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