Andover Street, Sheffield, South Yorkshire S3 9EF

01142 760 472

enquiries@pyebank.sheffield.sch.uk

Pye Bank CE Primary School

"Learning together, Learning to be together."

Maths Mastery

 

Philosophy and Aims at Pye Bank Primary School

All children can and will achieve

We want our children to receive a high-quality mathematics education that ensures that ALL pupils are fluent in the fundamentals of mathematics, have the ability to reason mathematically and can apply their knowledge and understanding to solve problems. We also want them to have an appreciation of the power of mathematics and a sense of fun and curiosity about the subject.  We want the children to see Mathematics as being relevant to their world and applicable to everyday life as well as being something that they will need as they move on through their school life and ultimately to the world of employment. To that end, a high-quality, inter-related and creative Maths experience should be one that develops the children’s ability to think mathematically and one which allows them to apply the skills they have developed in a variety of ways.

  A Mastery Curriculum for the new National Curriculum Mathematics

We use Inspire Maths which is a text book based programme, aimed to deepen understanding rather than accelerate teaching with no limits to learning.

It is one of the only 2 textbooks approved by the DfE and NCETM, and is a sustained and consistent scheme, with a carefully designed spiral progression and an emphasis on a concrete- pictorial-abstract approach.

 

Expectations

We are committed to closing the attainment gap and ensuring that every child has an abundance of opportunity to succeed.  As such, our expectation is that the large majority of pupils will progress ‘through the programmes of study at broadly the same pace.’ Ofsted Handbook August 2016.

 

What to expect to see in a maths lesson

  • A narrow focus; with depth, variation, precise questioning and dialogue with pupils to assess conceptual and procedural knowledge
  • A range of direct whole class teaching and an emphasis on independent exploration and guided practice, allowing the children to grapple with mathematical content.
  • Teachers and Teaching Assistant’s circulating, providing oral feedback to support and extend pupils learning allowing rapid progress (less teacher talk more pupil talk). Rapid Intervention sessions carried out during the mathematics lesson or sessions later in the day to support those pupils that need more input and support.
  • Children working independently at times, either using manipulatives or working through text books and practice books that are designed to build speed and fluency and to deepen their understanding with carefully designed procedural variations and problem solving challenges.
  • More able children being challenged with complex, in-depth problem solving and investigative tasks encouraging them to think harder.

 

What to expect to see in maths exercise books and practice books

  • High presentation expectations
  • Evidence of children practising a skill with a degree of accuracy, including children’s’ reasoning and explanations of how they reached their answer.
  • Clear evidence of progression and differentiation- more able children doing additional, more challenging tasks
  • Where children have received additional adult support or rapid Interventions this will also be clearly indicated.
  • Children’s work will be marked in lessons where possible with adult support to correct misconceptions and next steps given to deepen and extend learning. Children are also encouraged to take ownership of the marking process and to self-assess the next steps in their learning