At Stamford Bridge School, good mathematics is not about what you KNOW. It’s about how you behave when you DON’T know.
“At Stamford Bridge Primary School, all children will develop a secure, conceptual understanding of maths. They will become curious, resilient, fluent mathematicians who not only tackle, but relish opportunities for problem solving.”
Subject Leader: Mr L Horrocks
Our key principles:
- All children can learn maths.
- We believe that all of our pupils have the right to be taught how to become numerate; to be empowered through maths.
- Fluency, reasoning and problem-solving are embedded within our mathematics teaching.
- Children are supported in their understanding through the use of concrete, pictorial and abstract representations, which support the mastery approach.
What will typically be seen in classrooms:
- Children being taught within mixed ability classes by their class teacher
- Lessons containing clear opportunities for fluency practise, that encourage children to develop their mental strategies. Children explore efficiency and discuss different ways of working things out. The use of collaboration to enable and support problem solving opportunities are a key feature.
- Children have the opportunities to work independently, within pairs or as a group.
- Concrete manipulatives are available in every classroom and are accessible for children to use as directed or independently.
- Through their time at the school, children will develop their written calculation methods in line with the Calculation Policy, which is founded in principles of CPA progression.
- Challenges are readily available for children to move onto to develop and deepen their learning.
- Children are encouraged to use the correct mathematical vocabulary and use their reasoning skills when answering questions.
- Teachers and TAs move round the classroom and actively respond, challenge and support children with their learning.
- Working walls are used to display strategies that are being used and include the key vocabulary being taught in that unit.
- Additional time, outside of daily maths lessons is given to teaching and learning multiplication facts. Children work on Times Tables Rock Stars on both paper and online formats.
- Children enjoying maths and engaged in what they are doing.
- White Rose long term plan used to ensure coverage and progression of skills.
- Activities are provided for children to work on the skill for that lesson alongside appropriate concrete resources which children can self-select.
- At the discretion of the class teacher, lessons may be adapted, or additional lesson/s added according to the needs of the class. However, across a year group, classes largely remain in line with each other with regards to their teaching.
Specific Groups of children:
- SEND children will predominantly be covering the curriculum content of their year group. In circumstances where they are working significantly below their year group objectives, they will learn at the correct level for their understanding and this will be matched closely with the overall objective for the whole class. Their learning will be supported through the use of models, scaffolds and practical apparatus. Summative and formative assessment will inform effective planning to ensure gaps are addressed and core skills prioritised. Specific teacher and TA support will be ensured for these children.
- High prior attainers are encouraged to explore their understanding at a greater depth through open-ended tasks, reasoning and problem-solving and investigations.
How we monitor our children’s learning:
- Marking and feedback within books and verbally during lessons
- Termly White Rose/NFER assessment data
- End of block White Rose Maths assessments
- Pupil progress meetings
- Learning walks and lesson observations
- Subject leader and senior leadership monitoring books and planning
- Senior leaders and subject leader will analyse the data and identifying area(s) for focus
- Pupil voice meetings
- Regular staff meetings led by maths lead with specific focus area (e.g. Bar modelling)
- Support from the Yorkshire Riding Maths Hub.
- Subject leader meetings with maths leads across the trust.
The impact of our teaching:
- Confident children who are resilient, fluent mathematicians
- Children develop a love of maths and a curiosity to question, leading them to become articulate problem solvers
- Children have a wide lexicon of mathematics vocabulary which supports their reasoning skills
- Children making expected or accelerated progress across the school