Intent:

We believe that maths is important in everyday life, with this in mind pupils deserve an enjoyable, creative and ambitious mathematics curriculum, rich in skills and knowledge which ignites curiosity. Our maths curriculum will give students the opportunity to:

• to experience hands-on learning, new mathematical concepts are introduced using a ‘Concrete, Pictorial and Abstract’ approach.
• to reason, think logically and work systematically and accurately.
• become fluent in the fundamentals of maths, through daily practice of arithmetic and basic maths to ensure that hey mathematical concepts are embedded.
• solve problems by applying their mathematical knowledge to a variety of problems, choosing the most efficient approach.
• develop resilience, confidence and independence, so that they develop and ability to solve problems to reason and to think.

Implementation:

At Rolleston we use 'Maths No Problem' and 'White Rose Maths', which focuses on quality first teaching, allowing teachers to deliver a variety of maths approaches as well as deliver maths mastery methods effectively. Pupils are provided with a variety of opportunities to develop and extend their mathematical skills through the use of  the ‘Concrete, Pictorial an Abstract’ approach.

• EYFS:

We endeavour to ensure that the children can count confidently, develop a deep understanding of the numbers to 10 and understand the relationships between them, using a hands on approach, through the use of concrete materials to produce successful mathematicians in year 1. Teachers use White Rose Maths to support their teaching and have high expectations.

• Key Stages 1 and 2:

use ‘Maths no Problem and White Rose Maths to facilitate high quality teaching and leaning  in maths. The children are provided with a rigorous, creative and challenging scheme of work that ensures mastery of mathematical concepts that is underpinned by strong pedagogy. We adapt this scheme of work regularly and adapt our teaching and learning to meet the needs of all our learners. Teachers revisit basic concepts daily to ensure key concepts are embedded through lessons starters and encourage mastery through Golden challenges.

To build a more individualised scheme of learning the school employs ‘Assertive Mentoring’. This allows children to track their own progress in maths, improve fluency, provide assessment opportunities for teachers and implement intervention if/when needed for children which may start to fall behind. In addition Teach Active is also used to engage learners further by adding physical education within our maths lessons.

Furthermore, the school also is engaged with the ‘East Midlands Maths Hub' to further enhance and refine provision and learning in the mastery of mathematics to adapt and improve our approach.

Impact:

Through the systematic teaching of maths and regular monitoring is clear that maths is taught in an engaging and systematic way. It is clear that the children are:

• engaged and all challenged.
• confident and can all journal and use oracy to talk/reason about Maths.
• enjoy lessons that use a variety of resources and approaches to support learning.
• able to show different representations of mathematical concepts.

The scheme of work can be flexible and adapted to suit the learning need of individual year groups click on the class page.

Maths No Problem and Assertive Mentoring

To support your children further in their mathematics learning, Rolleston uses a scheme of learning called "Maths, No Problem". It is based upon teaching methods used in Singapore where children have a 96% pass rate in mathematics and they have some of the best mathematics in the WORLD. We expect that your children, because of the scheme, will improve their maths skills and confidence enormously. We tailor our maths lessons to ensure that children of all abilities are catered for and stretched to achieve their maximum potential while always ensuring that we use the 'CPA' Concrete, Pictorial, Abstract) approach to mathematical learning across all year groups.

Assertive Mentoring involves weekly skills test of children in all classes that assesses the children's understanding of age appropriate mathematical concepts which informs teacher interventions, planning and maths starters. Summative, half-termly tests also ensure that out teachers' assessments are accurate and robust, whilst ensuring that children are constantly revisiting and mastering prior learning and understanding of their year groups maths objectives. Later on in the year, this system will be expanded to incorporate target setting and 1 to 1 mentoring sessions between children and their teacher. This will ensure that children understand the next steps in their learning in maths and support them in their aspiration to meet these targets.