Maths
The Longford Park Vision:
A Longford Park Mathematician...
- can recall prior knowledge and use suitable technical vocabulary to articulate their explanations
- is able to talk effectively about their Maths and the strategies they have used in their mathematical processes
- is able to use different resources to support their learning and show resilience in their approaches
- loves Maths and is confident with reasoning, problem solving and thinking in different ways
- is fully equipped for the mathematical challenges of everyday life, preparing them for the world of work and have economic awareness.
National Curriculum Mathematics programmes of study for KS1 and KS2.
The 'Can Do' approach
At Longford Park, we aim to teach children to have a deep and secure understanding of mathematics. The work is delivered through whole class lessons which are carefully planned to help develop and deepen children’s mathematical understanding. We break down maths objectives into the smallest steps, so that every pupil is secure in each concept before moving on. We focus upon teaching for fluency, reasoning and problem solving through asking children to "do it", "secure it" and "deepen it".
Key mathematical language is explicitly taught and revisited frequently. Children are expected to use mathematical vocabulary when talking about and explaining key concepts. Teachers model this through stem sentences to help the children know more and remember more. Repetition of these is used to ensure concepts are embedded, for example in a Y1 Geometry lesson a teacher may teach children that “a 2D shape Is flat and closed” and all pupils in the lesson would be expected to remember this and use it when talking about their learning.
Manipulatives are used to model new concepts and are available to children in every lesson. These are carefully chosen to make sure the most appropriate ones are used for each concept. At Longford Park, we have focused heavily on the use of tens frames, double sided counters, place value counters, base 10 and numicon from EYFS. This enables children to develop their number sense, an understanding of the composition of number and to build upon these powerful concept images as they progress through the school.
In addition to daily mathematics lessons, children also receive daily “maths meetings”. These sessions provide an opportunity for practising key number and arithmetic skills, revisiting prior learning or “pre-teaching” a new concept. Children are encouraged to make connections, see patterns, build their arithmetical fluency and work together to explore mathematical ideas. We regularly use ‘live’ assessment to monitor children’s learning and achievements which enable staff to ‘mop up’ misconceptions quickly.
Mathematics in Early Years
The EYFS curriculum focuses on teaching for a deep and secure understanding of numbers to 10 and learning in mathematics takes place on a daily basis in our Reception class. Children always have access to a mathematics area where they can explore and consolidate learning, as well as maths opportunities in the outdoor area. Alongside these enabling environments, high-quality interactions between adults and children allow the learning of pupils to be scaffolded and all pupils to be challenged or supported to make progress depending on their individual needs. As well as opportunities for child-initiated learning, children also take part in teacher-led focused groups. Children’s mathematical learning is recorded by collecting photos, videos and observations on “Evidence Me”, which is used for assessment and to inform next steps. In Pre-school, children sing number songs, practise counting and subitising, as well as exploring shape, space, measure and patterns through continuous provision and adult-initiated activities. As in Reception, high-quality interactions between adults and children underpin all learning and these enable all learners to develop a deep and secure understanding of mathematical concepts.