At Chandos, we aim for all children to leave our school with the ability to reason, explain and apply their mathematical understanding. In order to do this, we have adopted a mastery approach when teaching maths, through the use of White Rose Maths, so that we promote an in depth understanding of concepts for all children.
Every child, regardless of gender, race or ability will have equal access to the Maths Curriculum at all times. We aim to provide for all children so that they achieve their best according to their individual needs, whether they need additional support or more challenge.
Teachers follow and use White Rose Maths resources and sequences of lessons when planning units of work.
Every year group begins by teaching place value, followed by the four operations as tihese are key to all other aspects of Maths.
Lessons are structured following a 'Ready, Steady, Go' model - this allows for clear progression within and across lessons as children move from basic skill fluency (Ready), to problem solving (Steady) and finally into reasoning (Go). Children may also have an extra level called 'Turbo', where they apply their mathematical knowledge to real life and test style questions.
A lesson may see each level obtained by may also have a specific focus or starting points.
At Chandos, we recognise the importance of both mental and formal written calculations, so we teach them alongside one another.
Within lessons, teachers are expected to adopt a CPA approach in their teaching. This means that they must include concrete, pictorial and abstract elements into their teaching and into the activities children are given.
The Doing Stage
Children are introduced to a new idea, skill or concept by acting it out with real objects. Children work with both real-life and mathematical equipment.
The Seeing Stage
Children begin to relate the concrete experience to a visual representation. This may be achieved by the children drawing a diagram or picture.
The Symbolic Stage
Children now relate their concrete and pictorial experiences to an abstract mathematical notation which use numbers and mathematical symbols.
This process is known as the CPA Approach, which is based on the research of psychologist Jerome Bruner. He suggested that there are three steps - or representations - that are necessary for pupils to develop a strong understanding of a concept. The CPA Approach allows children to be given the time to explore and manipulate the concrete for new ideas and concepts. All three strands of the approach should be evident in the mathematical learning journey.
At Chandos, we formally assess Maths at the end of every term, in the form of an NTS assessment, which includes an arithmetic test and at least one reasoning test.
Teachers then use these tests to see which objectives children can complete independently. Other independent tasks taken into account are flashback tasks, which are completed daily. This is just one example of mini-assessments which assess previously taught content.
Teachers then use this information to help inform their assessment judgements, and to highlight completed objectives from the curriculum. Once data has been submitted, the Maths Subject Leader moderates teacher judgements. They then meet with class teachers to discuess the children who are off track and create a plan of interventions, aiming to close the gap before the next assessment checkpoint. This is then reviewed and updated at the end of each half term by the Maths Lead and Deputy Headteachers.
In EYFS, all Maths objectives are stored on 'Tapestry'.
All children in KS1 and KS2 take part in Mathlympics and Times Table Rock Stars. This is a weekly, timed activity that assesses children's basic knowledge and times table abilities to prepare for Multiplication Test Checks in Year 4. As children move through the school, their Mathlympic levels follow them.
At Chandos, we teach children formal written methods of working out alongside mental methods. We follow the White Rose Scheme of Learning and therefore have adopted their calculation policy.
You can find the policies here:
For more information about the Maths Curriculum, feel free to speak to her and ask any questions you may have.