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Mathematics Curriculum at Cherry Orchard Primary

At Cherry Orchard Primary Academy we believe that the development of mathematics skills and knowledge are vital, not only for children to succeed at school, but also to become successful adults. Being fluent with numbers, understanding patterns and using logic and problem solving skills are all essential parts of everyday life and help us to understand and change the world around us. We aim for all children to leave us as competent and confident ‘masters’ of maths, with deep conceptual and procedural knowledge and an enjoyment of the challenges that mathematics provides.

Core Aims in Mathematics

  • To offer a broad and balanced curriculum based on the National Curriculum.
  • To allow pupils to see how mathematics is relevant to their everyday life. 
  • To provide opportunities for pupils to use and apply their maths skills outside of discrete maths teaching time – both in cross-curricular and in real-life contexts. 
  • To promote a positive attitude towards mathematics and to enable pupils to develop their confidence in the subject and a motivation to succeed. 
  • To ensure that all children achieve to their highest potential in mathematics and that all pupils are challenged.

Mathematical Mastery

Along with the other primary academies in the Leigh Academies Trust, we follow the National Curriculum for Mathematics. A mastery scheme of learning is used across all key stages to ensure continuity, sequenced teaching of skills, rigorous coverage of the curriculum, and challenge. Lessons are carefully planned to provide learning opportunities that address the three key aims of the National Curriculum: fluency, problem solving and reasoning. 

In order to achieve mathematical mastery, we follow a three phase approach to teaching and learning, which ensures all children have the opportunity to develop fluency in the particular skill that they are learning (phase 1); apply their newly learnt skill by problem solving in a real-life context (phase 2) and tackle higher-order challenges in which they investigate multiple solutions and explain their reasoning (phase 3). Mastery is further supported in the following ways:

  • Providing a concrete-pictorial-abstract approach, to enable pupils to make links between manipulatives, pictorial representations and written methods.
  • Encouraging pupils to be as independent as possible in accessing and selecting appropriate resources to help them with a task.
  • Pupils are taught in whole class sessions and all have the opportunity to access all three phases of learning, with staff having high expectations for all.
  • Misconceptions are addressed through immediate verbal feedback wherever possible
  • Pupils who struggle to pick up or apply a new skill are immediately identified and have a ‘response to maths’ session on the same day to provide additional support
  • A high priority is set on the learning of both number bonds and times tables. The acquisition of basic number facts to a standard where there is accurate and rapid recall is paramount, thus forming the strong foundations of a fluent mathematician. 

Resources

A wide range of quality resources are used across all year groups, including a variety of manipulatives, such as dienes, and visual representations including the Bar Model. We also use the White Rose Maths materials to support higher level questioning for phases 2 and 3, covering both problem solving and reasoning skills.

Home Learning

All pupils have access to their own personal accounts on an E-learning platform for mathematics. In Reception and Year 1 this is ‘Mathseeds’ and from Year 2 onwards, pupils have access to ‘Mathletics’. Both platforms provide a range of games, lessons and activities covering the full mathematics curriculum and providing opportunities to practise both fluency and problem solving skills. Class teachers use these platforms to set additional tasks to consolidate skills learnt at school. Pupils who use these platforms are home are rewarded with certificates when they reach certain milestones, and these are presented during Celebration Assemblies. 

Mathematics in EYFS

During their time in Cherry Pips nursery, children are exposed to number and shape, space and measures through a wide variety of songs, videos, stories and games. Children at this age are predominantly developing fluency skills in counting and an early understanding of the concept of numbers and where maths appears in their environment.

In Reception, children are introduced to one number each week or two weeks. During that time they are able to learn in depth about the concept of that number, including what the number looks like, how it can be represented and where it sits in the sequence of numbers. Fluency, problem solving and reasoning skills are developed and applied to each number in turn, as children explore a range of manipulatives to help them understand how each number can be made and changed. We use NCETM resources based around the ‘Numberblocks’ programmes which help to bring each number and mathematical concept to ‘life’. These ‘Numberblocks’ are then introduced to a classroom display known as ‘Numberland’ where each number lives in a house with a garden unique to their number. Being able to access these resources throughout child initiated play supports all aspects of mathematical understanding, while making sure children are enjoying maths and are motivated to challenge themselves and succeed.

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