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Stanley St Peter's Church of England

Voluntary Controlled Primary School

Friendship, Forgiveness, Courage and Perseverance

Home Page

Stanley St Peter's Church of England

Voluntary Controlled Primary School

Friendship, Forgiveness, Courage and Perseverance

Maths

Maths at Stanley St. Peter's

 

At Stanley St. Peter's, we believe that maths is an adventure for children (and adults) to be immersed in, get creative with, make mistakes, and conquer!  For these reasons, we have adopted Power Maths, a whole-class mastery programme designed to spark curiosity and excitement and help nurture confidence in maths.

 

Power Maths is the only mastery programme created in partnership with White Rose Maths, it's written specifically for UK classrooms by leading mastery experts and comes recommended by the DfE.

 

If you would like to know more information about Power Maths, please click the link below:

 

 

 

What does Maths look like in our school?

 

In maths lessons

 

All maths lessons harbour enjoyment and perseverance by reflecting upon the school values: ‘Unlock Potential; Celebrate Success’.

Teachers use their pedagogical subject knowledge; clarity of explanations; and understanding the sequence of knowledge towards the agreed end point of the children’s learning to unlock pupils’ potential in maths by…

Ensuring all children are able to demonstrate progression within a lesson through appropriate challenge, questioning, feedback and engagement. Teachers make sure children are provided with equal opportunity to access manipulatives and have an understanding of which equipment is appropriate for specific tasks.

They provide next steps, which are clear and suitably set, with an opportunity for children to progress beyond the initial feedback if necessary.

Staff expose children to a positive and supportive atmosphere where mistakes are acted upon quickly and with a desire to improve.

Collaborative learning is in place, allowing all children to develop their reasoning skills and be able to use mathematical language with confidence, accuracy and fluency.

 

In pupil’s books

 

Each child knows and understands the learning outcome and success criteria for each lesson and is able to explain how they can achieve these.

Progress is evident through marking codes, next steps and challenges, as well as children’s responses within an appropriate amount of time. This is evident with ‘Purple Polishing’ editing.

The ‘Same Day Intervention’ model is applied to support pupils, to meet their best possible outcome and to ensure that all children have the opportunity to have their individual needs met.

Evidence of long-term memory can be found through recapping, reviewing and applying their learning to multistep problems as well as using their long-standing mathematical knowledge in the wider curriculum.

 

 

Through the eyes of a child

 

Children are engaged in the lessons and understand the value of what they are learning. As a result of this, pupils are not deterred if they do not quickly establish an understanding, instead they are motivated to achieve the learning outcome by the end of the session.

Enjoyment and enthusiasm are expressed when the children are in maths lessons. They have a chance to work independently, with their partner and in small groups to tackle a maths problem/task.

Pupils find the range of mathematical solutions and concepts fascinating and are able to choose their own preferred method.

Children are able to articulate and explain their reasoning, thought-process and strategies with confidence. 

 

 

 

 

Maths Morning Work

 

There are certain basic maths skills which act as building blocks for all future learning and must be secured.  The purpose of our morning work is to ensure that these skills are mastered to a sufficient standard at a specific time in a child’s learning journey.

The guidance document below makes explicit what skills should be mastered in each year group, which resources are appropriate to use and how class teachers can be confident that these skills have been mastered to an appropriate standard.

Fluency in number is key to accessing all areas of Mathematics confidently and securely.  Knowing number facts ‘off by heart’ frees up space in a child’s working memory when they complete more complex calculations and allows children to reason and problem solve with greater depth, which alongside fluency, are the key elements of the Mathematics curriculum.

 

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