We believe all children can enjoy and achieve well in Mathematics. Children learn through looking for patterns, exploring logic, reasoning and problem solving as well as developing efficient, effective methods of calculation.
Effective assessment systems ensure that teachers gain knowledge of their pupils’ prior attainment and gaps in learning, enabling effective planning and delivery of lessons to secure progress for all, whilst providing opportunities for learning in greater depth. We make the most of all opportunities to develop enjoyment of Mathematics and use the children’s interests as a vehicle for learning.
At Gleadless we follow the Primary National Curriculum and our learning is supported with the use of White Rose Maths - https://whiterosemaths.com/. Here you will find what each year group will be studying each term.
- The intention of the mastery approach is to provide all children with full access to the curriculum, enabling them to achieve confidence and competence known as mastery.
- The mastery approach to teaching mathematics is where the large majority of pupils progress through the curriculum content at the same pace. Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.
- Teaching is underpinned by a belief in the importance of mathematics and that the vast majority of pupils can succeed in learning mathematics in line with national expectations for the end of each key stage.
- The learning needs of individual pupils are addressed through careful scaffolding, skillful questioning and appropriate same-day intervention, in order to provide the necessary support and challenge. This will be rolled out to other year groups each year.
- Factual, procedural and conceptual knowledge are taught in a fully integrated way and are all seen as important elements in the learning of mathematics.
- The reasoning behind mathematical processes is emphasised. Teachers and children explore in detail how answers were obtained, why a certain strategy worked, and what might be the most efficient strategy.
- Interim methods to support the development of formal written algorithms are used for a short period only, as stepping stones into efficient, compact methods.
- Precise mathematical language is used by teachers, so that mathematical ideas are conveyed with clarity and precision. Pupils are required to do the same.
- Conceptual variation and procedural variation are used extensively throughout teaching, to present the mathematics in varied ways that promote deep, sustainable learning.
- Carefully devised and varied examples are used. These provide intelligent practice that develops and embeds fluency and conceptual knowledge.
- Sufficient time is spent on key concepts to ensure that learning is well developed and deeply embedded before moving on.
- Frequent additional practice, outside the lesson, is encouraged, in order to deepen pupils’ fluency and consolidate their learning.
Gleadless subscribes to both NumBots and Times Table Rockstars. Both platforms are used within school and at home which can be accessed through individual logins. These logins are sent out at the beginning of the year and teachers monitor usage and progress made by the children. Both platforms support pupils' development of fluency and number skills.