At Westover Green, we believe that every child can achieve and be successful in mathematics. As teachers, our job is to facilitate just this.
Following the aims of the national curriculum, we want our children to become:
- Fluent in the fundamentals of mathematics
- Reason mathematically by following a line of enquiry
- Problem solvers by applying their mathematics to a variety of routine and non-routine problems
Progression in mastery maths learning
We follow the objectives set out in the White Rose Hub small steps teaching guidance document as part of a mastery approach to the teaching of maths at Westover Green. These documents are used to inform the planning, teaching and learning within lessons, drawing on other relevant resources to develop fluency, reasoning and problem solving within each objective.
We are on a journey into mastery teaching at Westover. During lessons, we use a mixture of concrete resources, pictorial representations and abstract ideas in order for children to visualise patterns and concepts within mathematics.
Our teaching across KS1 and KS2 is split into a 45 minute main maths lesson (30 minutes direct teaching and 15 minutes independent/rapid intervention) and a 30 minute number fluency session. We believe that a strong push on number fluency and basic maths skills will later enable the children to develop their mathematical reasoning and problem solving skills further.
Early Years Foundation Stage currently follow the ‘Numbers and Patterns’ scheme, alongside resources from the NCETM.
To compliment the White Rose Hub teaching progression, we also follow the calculation policy across the school set out by White Rose:
Mathematical language and vocabulary
As part of a current whole school focus, vocabulary is at the heart of what we do at Westover. In order to gain knowledge and understanding in the subject, we believe it is paramount that children are exposed to and use range of vocabulary to drive their learning. Mathematics carries a huge bank of vocabulary, which we are putting an increasing emphasis on.
Outdoor learning in maths
A recent development in mathematics is the use of our valued outdoor spaces. The maths lead and outdoor learning lead are both currently working together to come up with new ways of learning outdoors that will enable children to visualise concepts and immerse themselves into experiences to enhance their learning. As stated in the National Curriculum for mathematics, maths is a highly inter-connected discipline. By providing high quality experiences for children, we hope to provide a foundation for understanding the world we live in; the ability to reason mathematically, across all subjects; an appreciation of the beauty and power of mathematics; and a sense of enjoyment and curiosity about the subject.