In Mathematics, our children are taught number, shape and space, measures, data handling and they are given opportunities to use and apply mathematics to everyday situations. From the time they start at Havelock, our children are taught mathematics in a practical way providing a firm basis for future progression. We have planned a clear sense of progression from the Early Years to Year 6 and it is built around a spiral curriculum – meaning children revisit areas they have learnt each year and continue to develop and learn the are in depth to a point of mastery.“The teaching of mathematics is a strength of the school. Pupils develop a secure understanding of number and use calculation skills well. Leaders are providing pupils with opportunities to apply their mathematics to solve problems and develop their reasoning skills.”
Ofsted November 2018
Intent
At Havelock Primary School, we have high expectations of all pupils. We challenge and support our pupils to achieve their full potential and become happy life-long learners. Our ambition is all pupils become fluent in their mathematical skills, be able to reason their mathematical thinking and solve real life problems.
We use the Concrete, Pictorial and Abstract approach (CPA) which is a highly effective approach to teaching that develops a deep and sustainable understanding of maths in pupils. Children often find maths difficult because it is abstract. The CPA approach helps children learn new concepts and build on their existing knowledge by introducing abstract concepts in a more familiar and tangible way. This supports a deeper level of understanding in maths.
At the end of Year 6, pupils at Havelock Primary School will have:
- developed a concrete and pictorial understanding of mathematical concepts before moving onto using an abstract understanding;
- be fluent in all mathematical concepts;
- developed quick mental maths skills;
- reason by following a line of enquiry, identify relationships and use mathematical talk to develop an argument, justify or prove something is right or wrong using mathematical vocabulary;
- solve problems by breaking down problems into simpler steps with increasing sophistication and to a variety of different situations;
- become independent learners by identifying their own errors and self-correcting;
- develop confidence in Maths so the children can discuss and communicate their ideas fluently;
- make rich connections across mathematical ideas using fluency, reasoning and problem solving;
- been able to apply their knowledge across all subjects;
- be challenged by being provided with rich and sophisticated problems;
- learn all their times tables fluently;
- be able to master what they have learned.
Traditionally, pupils who are new arrivals and admitted mid-year or key stage are supported through a range of interventions in order to close gaps.