The Intent - Our vision
At Thomas Jolyffe Primary School we strongly believe that all our children should develop a deep understanding of maths. We help the children to achieve this by introducing them to new concepts through the practical use of resources, before they move on to thinking about how maths can be represented visually. From this the children are able to understand, in practical terms, abstract mathematical concepts. Learning in this way, also helps them to retain the skills they have learnt and to apply them in different contexts. We also understand the importance of number fact recall and aim to ensure that all children, regardless of year group, are regularly exposed to key instant fact recall (mental maths).
Our children with SEND are provided with additional pre-teaching of concepts and extra practice, when required.
Implementation - Our approach
At TJ we teach the objectives that are set out in the maths section in the National Curriculum for England and Wales. We deliver this by using the White Rose Maths Scheme that breaks down these broad objectives in to small steps. We assess the children's understanding against a selection of these small steps.
We also strongly believe in the National Curriculum’s assertion that ‘Mathematics is an interconnected subject … [and] children should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving problems.’ To achieve this, in each subject area, within maths, the children have the opportunity to answer questions that develop their basic mathematical skills, their fluency of understanding and to complete some complex problem solving that challenges their understanding of the concepts.
In addition, the children undertake a range of maths investigations that helps them to develop their reasoning and problem-solving skills. In these lessons they may be tackling a logic problem; finding more than one solution to a problem; working systematically to ensure they have found all the solutions, or they may be given open ended challenge where they can make new discoveries for themselves. All year groups have the same skills-focus each half-term, ensuring all children work on a range of skills and problems. For an idea on the type of investigations our children undertake, visit https://nrich.maths.org/9122
Though our teachers use the broad White Rose Maths planning structure (below), the understand the significance of adapting the lessons to meet the needs of our children. Only once children have sufficient exposure to fluency practice are they able to make connections with other areas of maths, make conjectures and suggest reason. Our children's thinking is then developed as they look at questions in different contexts, mistakes, true or false, or always, sometimes, never, activities, for example.
As a Voice 21 Oracy school, we develop children's language through the introduction of new mathematical vocabulary and hold high-expectations in terms of speaking and listening.
Children at Thomas Jolyffe are able to demonstrate a quick recall of facts and procedures, including times tables. They develop and show confidence through taking a growth mind-set approach to their maths learning - understanding we can all achieve.