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.
Whilst teaching the National Curriculum, we follow a bespoke scheme in terms of materials and rate of coverage. The White Rose, National Centre for Excellence in Teaching Maths (NCETM) and Maths No Problem offer support and guidance so that teachers can plan and write lessons that meet the needs of each class. Small steps are planned for, giving consideration to common misconceptions that are likely to occur. Teachers teach topics until they feel that an appropriate depth of understanding has been achieved by the vast majority of the group. Gaps in learning are identified in a timely manner by teachers and addressed through “first response intervention”. Children use concrete, pictorial and abstract models for each topic as appropriate to the learning context. Research conducted by the Education Endowment Foundation (EEF) underpins our expectation that a variety of manipulatives and representations will be used in all year groups. This allows children to select from a range of strategies for both efficiency and to support success. Fluency does not only equate to rapid recall of number facts but also to efficient choice of strategy which may well increase speed.
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.