Here at Adderley CE Primary School we are passionate about Maths! As Maths is a core subject, it is taught daily - both in discrete lessons and, whenever possible, incorporated into other areas of the curriculum. The purpose of Mathematics at Adderley is to ensure our children develop an ability to solve problems, to reason, to think logically and to work systematically and accurately.
We believe that all our children are challenged and encouraged not only to meet the expectations of the National Curriculum, but to also excel in Maths and enjoy the journey that it takes them on! Through our approach to the teaching of Mathematics we encourage resilience and reflection by promoting a 'Growth Mindset' approach and the confidence to believe that everyone can achieve in Maths. We have adopted and adapted the White Rose Mixed Age schemes of work, to allow us to teach maths at the appropriate levels across our mixed aged classes and our unique setting. New mathematical concepts are introduced using a ‘Concrete, Pictorial and Abstract’ (CPA) approach, this enables all children to experience practical hands-on learning when discovering new mathematical topics, allowing children of all learning styles to access and enjoy maths. This method also allows our children to have clear models and images to aid their understanding, which they will then take with them throughout their mathematical journeys.
We are and ambitious and academic school that strives, through its leaderships and curriculum, to ensure we equip our children with the knowledge and skills they require to become confident and capable mathematicians.
“The essence of mathematics is not to make simple things complicated, but to make complicated things simple.”
In addition to our CPA Teaching sequence we identify the key skills and words and phrases that children need to understand and use if they are to make good progress in mathematics. Prior learning is built upon and there are regular opportunities to revisit prior learning to ensure durability of knowledge and skills. We support this by using a three-tiered approach which identifies basic vocabulary as well as subject specific language and allows opportunity for developing fluency as well as deep thinking; encouraging all of our mathematicians to explain, qualify and deepen their thinking and understanding of key mathematical concepts.
Miss S. McLaughlin - Maths Subject Leader