Maths
The key to promoting a deeper understanding in all areas of learning is making connections and at the Colleton we believe that comprehensive maths provision is imperative to fully develop this vital skill. Our intent is for all of our children to excel in maths from when they start with us in Foundation Stage and right up to when they leave us in Year six.
To make maths meaningful and relevant we strive to give context to all areas of our provision, be it in formal lessons or incidental learning opportunities. We want the children to realise that maths makes up the world around them – to foster curiosity and connection making.
To ensure that our core values and beliefs are implemented in everything we do we:
- teach each aspect of maths fully utilising the CPA (Concrete, Pictoral, Abstract) approach to guide children through their understanding of mathematical processes
- use manipulatives throughout school from Foundation Stage to Year 6 as a way to illustrate and represent mathematical thinking
- run interventions for children who we have identified as needing some extra support and also to extend those children who need extra challenge in their maths
- ensure basic mental maths skills and facts are taught and practised at the start of each lesson so that children can draw on these in their subsequent learning
- put a focus on key mathematical skills including reasoning, using logic and working systematically and explaining different methods for working out problems
- teach children through targeted differentiated small group and mixed ability whole class lessons
- make links at every opportunity throughout STEM and into the wider curriculum to ensure maths is meaningful and relevant to children and so they can recognise maths in different contexts
The impact of our dedicated maths provision is obvious when interacting with any one of our children. You will see:
- each aspect of mathematics tackled from many angles to aid understanding and fluency
- children who are confident using a wide variety of methods and manipulatives in their learning
- children who are challenged to reach their full potential whatever their level
- young mathematicians who are fully engaged in their learning and happy to talk about it
- tracking and assessment systems such as PUMA to monitor progress regularly in terms of a child’s ‘Maths Age’ and identify any misunderstandings or gaps in knowledge
For further information on our maths provision take a look at our “Calculation Policy” and our “How we Teach Maths at the Colleton” documents below
