Mathematics equips pupils with the uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem solving skills and the ability to think in abstract ways. Mathematics is integral to all aspects of life and with this in mind, at Altham St. James’ we endeavour to ensure that children develop a healthy and enthusiastic attitude towards mathematics that will stay with them.
- Mathematics teaching for mastery at Altham, assumes everyone can learn and enjoy mathematics.
- Learning behaviours are developed such that pupils focus and engage fully as learners who reason and seek to make connections.
- Teachers continually develop their specialist knowledge for teaching mathematics, working collaboratively to refine and improve their teaching.
- Curriculum design ensures a coherent and detailed sequence of essential content to support sustained progression over time.
At Altham St. James’ we use Red Rose Maths as our framework for teaching maths in Years 1 to 4. The scheme provides teachers with comprehensive planning materials for each lesson including teaching resources, detailed planning guidance and children’s task sheets, including deeper learning tasks to challenge more able mathematicians. EYFS continue to use NCETM Mastering Number and White Rose planning and resources and Year 5 and 6 continue to use Lancashire planning progression documents. Leaders are ensuring that consistency and progression of knowledge is sequenced from EYFS to the end of year 6.
Pupils are taught through whole-class interactive teaching, enabling all to master the concepts necessary for the next part of the curriculum sequence.
In a typical lesson, the teacher leads back and forth interaction, including questioning, short tasks, explanation, demonstration, and discussion, enabling pupils to think, reason and apply their knowledge to solve problems.
Use of precise mathematical language enables all pupils to communicate their reasoning and thinking effectively.
If a pupil fails to grasp a concept or procedure, this is identified quickly, and gaps in understanding are addressed systematically to prevent them falling behind.
Significant time is spent developing deep understanding of the key ideas that are needed to underpin future learning.
Key number facts are learnt to automaticity, and other key mathematical facts are learned deeply and practised regularly, to avoid cognitive overload in working memory and enable pupils to focus on new learning.