Maths at Ben Rhydding

Intent

At Ben Rhydding Primary our intent is for all our children to become mathematicians who are not just capable of solving calculations but have a deeper understanding of the principles of mathematics and can apply this in different contexts. We aim for all children to be able to recite facts quickly, use correct terminology and be able to apply strategies to suit the problem they are tackling.

Implementation

Maths is taught daily across all year groups from Reception to Year Six. We follow the Teaching for Mastery principles which are:

  • Variation
  • Representation and Structure
  • Mathematical Thinking
  • Fluency
  • Coherence

Units of work start with an introduction to key vocabulary. This is displayed and used by all teachers. Children are expected to use the correct terminology when answering questions both orally and written.

Units are taught through a variety of small steps which progress through a teaching sequence. Teachers use White Rose and NCETM schemes of work to support their planning and use the NCETM Professional Development materials for further guidance.

Each small step is taught through the same process:

  • Using concrete resources followed by pictorial representations to allow children to “see” the maths
  • Moving into abstract representations e.g. calculations
  • Reasoning is part of every lesson. Teachers expect students to look at standard and non-standard representations and be able to explain what they know.

Fluency of number facts is part of every maths lesson and embedded throughout the day. Each year group (Y1-6) has a set of KIRFS (Key Instant Recall of Facts) with one focus per half term.

Problem solving is given time to allow children to work systematically and for discussion. Maths at Ben Rhydding challenges pupils’ thinking and asks them to look beyond one correct answer. It develops resilience and systematic thinking.

Maths teaching is consolidated through all the other areas of the curriculum. Data Handling is applied in Computing, Science and Geography; measure is applied in Design and Technology; shape is looked at in Art and History.

Impact

Through the teaching of maths at Ben Rhydding all children are able to recite the key number facts for their age group. They have a deep understanding of the strategies they have been taught and can articulately discuss these using the correct vocabulary. Maths at Ben Rhydding develops children to become problem solvers and systematic thinkers. Children leave Ben Rhydding not just being able to do maths but as mathematicians with confidence and ability to articulate their understanding of this subject.

Supporting SEND

Children with special educational needs are supported in maths through careful planning and resourcing. Children have access to a variety of concrete resources such as place value counters, Base 10 or number lines to support them. Children are given more time to practise one specific skill before moving on to ensure they can master it.

What the pupils say….

“Maths is my favourite because there are fun activities. We got to colour in the bonds of 20. When we’d coloured them in it made 20.” Y1

I love maths because the true or false questions are fun and you can explain what you think.” Y2

“I love times tables. We can practise them in loads of different ways. We do Twinkl Go, we say them out loud, we do Times Tables Rockstars. We have maths partners that help us too.” Y4