Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
At Comberton, we recognise that maths is both a key skill within school, and a life skill to be utilised through everyday experiences. A high-quality maths education provides a firm foundation for understanding how maths is used in everyday life and activities, developing pupils’ ability to reason mathematically.
We aim for our pupils to:
Our teaching of mathematics is guided by the EYFS Statutory Framework and National Curriculum, September 2014.
The EYFS Statutory Framework sets standards for the learning, development and care of children from birth to five years old and supports an integrated approach to mathematical early learning. This is supported by the ‘Development Matters’ non statutory guidance. The National Curriculum sets out year-by-year programmes of study for key stages 1 and 2. This ensures continuity and progression in the teaching of mathematics.
Our approach to the teaching of maths is designed to:
Our mathematics lessons involve elements of:
Careful planning and preparation ensures that throughout the school children engage in:
This is a very practical method of teaching with pupils working with apparatus to ensure they have a good understanding of the value of numbers and how to use them. This can be applied in whole class sessions and in small groups to support pupils' understanding of mathematical operations and patterns.
Visual Numeracy Toolkit
Some children in Key Stage 2 who struggle with mathematical concepts receive sessions which are tailored to their individual ways of learning. Often, this will mean more active and visual sessions in which the basic principles of maths are re-taught. With repetition the knowledge and understanding is remembered and applied more.
Children of all ability levels are selected for interventions which are used to support gaps in learning, to address a misconception or to teach core skills (catch up). Children will either practise their class work further or address areas of difficulty in order to improve in them. The intervention groups remain small to allow each child more time and attention. Misconceptions and areas of difficulty are also addressed in 1:1 reviews each afternoon that are responsive to the morning's lessons.
In all key stages, children that are achieving at a high level in mathematical strands are identified and encouraged to achieve their very best. 'Challenge' activities, use of 'Nrich' problem solving and activities based on 'real life' situations are planned to extend children's learning. Children aim to master the elements of the curriculum by applying their understanding to a variety of contexts.