Challenge Support and Inspire

Intent: 

We believe that the study of mathematics should be rich and stimulating, engaging and fascinating learners of all ages, interests and abilities. We aim to inspire our pupils to have a lifelong passion for maths, inspiring every child to think of themselves as true mathematicians.

At Lyndhurst, we intend for maths to be ‘real’ and meaningful; provoking questioning, reasoning and enabling children to develop problem solving skills. We believe that maths should be rewarding for all learners, endeavouring to support the whole mathematical process rather than simply the end result.

Our maths curriculum is designed around these themes with emphasis on all children having the core knowledge required in the fundamental mathematical concepts in order to succeed in all of areas of maths.

We begin in Nursery with the New Early Years Foundation Stage Framework and then our curriculum is mapped by the White Rose Scheme of work. Here we focus on breaking down topics into smaller more manageable objectives; building coherence and fluency with each step. For each objective the children focus on a progression from concrete resources to pictorial representations and finally into the numerical abstract, supported through quality first modelling; the use of peer to peer learning; small group work and learning as a whole cohort. To improve our children’s mathematical thinking and fluency we have created a curriculum which allows for clear links to flow between subjects; often teaching topics such are Measures, Statistics and Problem solving through Science, Geography, History, Physical Education and Forest School.

There is a great emphasis on increasing fluency through regular practise outside of the traditional lesson. This process supports our children by ensuring that learning is reinforced and consolidated within and across each year group. In KS1 we develop the children’s ability to recall and apply knowledge rapidly consisting of number facts and timetables. Whereas in KS2, we progress further to having dedicated time each day to focus on arithmetic practise. This dedicated time has ensured a calm, structured start to our day as well as having one of the biggest impacts on fluency. Additionally, children are further supported in this area with the opportunities to access TTrockstars both in school and at home.

We have worked with the Tameside and High Peak Maths Hub for the last few years to continue to develop our teaching of mathematics and ensure that our children are given the best teaching possible. 

We follow White Rose Maths and our concrete, pictorial and abstract calculation policy can be downloaded below. 

Support:

Children are supported by the use of a 'key recap question' start of each maths lesson. There is a different focus topic each day and it ensures that key knowledge is retained across the year, it also allows teaches to manage misconceptions or deeper areas of learning. Children are also supported in their learning by the use of concrete, pictorial and abstract model and images. Manipulatives and resource materials are available for children to access if/when needed. 

Challenge:

We will encourage our children to challenge the way that they think through well thought out activities, enabling them to reason their answers in an articulate manner. There is great emphasis placed on children understanding the mathematics they are working on; not simply trying to remember rules and formulas. Children are challenged regularly through reasoning and problem solving style questions and begin each lesson with an 'anchor question.' This is designed to expose all children to a reasoning problem which initially they might have deemed 'tricky'. Together children explore the key information in the question and how to approach the answer. 

Inspire:

 The teaching of maths is taught in small steps with an initial focus on fluency. This ensures our children are inspired and motivated to learn maths in manageable, digestive chucks. Children are inspired to relate their mathematical learning and understanding to life in the 'real world'. Children are inspired to see maths in many different contexts following our concrete, pictorial and abstract approach.  

 EYFS

Year 1 

Year 2

Year 3

Year 4

Year 5

Year 6