Innovate... Include... Inspire
Our intent is to build long lasting learning through the progressive acquisition of knowledge and skills and retrieval practice based on a mastery approach to teaching. This will make sure that our children know and remember more because they are taught through both well timed repetition and carefully planned tasks to introduce new learning. We believe that all children can be confident mathematicians with hard work, effort and good, supportive teaching.
There is a minimum of 5 hours per week to ensure coverage of content and time for review and revision. Staff use NCETM to plan sequences of learning and teach concepts use high quality resources to support independent learning.
All children experience fluency, reasoning and problem solving regardless of ability with modelling expected at each stage. Age-related visual representation leading to bar modelling is used to support reasoning and problem solving. Talk is encouraged and children work collaboratively and independently to demonstrate understanding. Marking is completed during the lesson providing immediate feedback and address misconceptions. At the end of a unit of work the children are assessed with interventions undertaken as required.
The successful approach at Lord Street results in a fun, engaging, high-quality maths education, that provides children with the foundations and knowledge for understanding the world. Children at Lord Street overwhelmingly enjoy maths and are motivated learners with a developing sound mathematical understanding.
The impact of our maths teaching will be measured at end of each year and again at key national assessment points. These are at the end of Foundation Stage, Key Stage and key stage two as well as the year four multiplication screen.