At Fairfield Park Lower School, we value Maths. We are MATHEMATICANS!
Maths enables all children to develop and master fluency, problem solving and reasoning skills across the maths curriculum. Learning is presented using CPA methods (concrete, pictorial and abstract) in all or most lessons.
Children are encouraged to be independent learners and have opportunities to make choices of how they want to solve calculations or problems. These choices will gradually be streamlined so that all children are utilising formal written methods as per our cluster calculation policy that has been agreed with lower and middle schools in our area. Please see policy section for our calculation policy.
For our Progression of Skills in Maths, please click the following link:
Maths Whole School Subject Overview
At Fairfield Park, we enable all children to develop and master fluency, problem solving and reasoning skills across the maths curriculum.
We believe that maths is an important skill for life, which will enable our pupils to become well-rounded members of their community.
Maths is taught through a clearly sequenced curriculum, allowing children to master concepts and deepen their learning at each stage.
At the heart of our maths curriculum is the belief that all children can succeed and have the opportunity to become experts. This is achieved by addressing misconceptions and providing opportunities to undertake challenging activities.
Children are encouraged to be independent learners and have opportunities to make choices of how they want to solve calculations or problems.
These choices will gradually be streamlined so that all children are utilising formal written methods as per our cluster calculation policy that has been agreed with lower and middle schools in our area.
We take a mastery approach to teaching maths, which focuses on children developing their mathematical fluency, reasoning and problem solving. The key to mastery is to develop a deep, long-term and adaptable approach to maths through lessons that are inclusive of all children. When teaching maths, teachers reinforce an expectation that all children are capable of achieving high standards, with individual support and intervention used to help any child that needs it. Pupils work on the same objectives, and engage in common discussions, exploring concepts together to strengthen their understanding using mathematical language. Scaffolding is put in place to support children who find the task challenging, and more demanding problems are given to more-able pupils to deepen and broaden their knowledge. The mastery approach focuses heavily on creating a deep understanding through linking concrete (e.g. materials and resources) to abstract (e.g. calculations) to pictorial representations (diagrams and drawings). Both class and home learning provide consolidation and practice, which helps to develop deep and sustainable knowledge in our children.
Key methods of implementation at different stages:
In EYFS, children will:
- begin recognising and using numbers to 20.
- find more and less with quantities
- use stories to contextualize number, including pictorial representations
- follow their own interests in choosing time activities, inside and outside, to develop their problem solving and reasoning
In KS1/KS2, children will:
- recap and build on their counting and number fluency skills with short starter activities in each lesson
- use concrete, pictorial and abstract methods
- have access to a range of online resources, including WhiteRose, Numbots, TimesTables Rockstars and Topmarks
- work towards Multiplication checks at the end of Year 4
- learn formal written methods for calculation
By the end of Year 4, children will be able to:
- Quickly recall their multiplication tables up to 12 x 12
- Use mathematical language to explain ‘how’ they know
- Solve problems relating to the key areas of mathematics
- Use formal written methods for calculation
- Be fluent mathematicians
- Apply key mathematical skills across all areas of the curriculum and in the wider world
Regular assessment is undertaken to ensure children make progress at each stage
Data is regularly analysed to identify and address gaps in learning