At Holbrook C of E Primary School our intent for mathematics is to teach a rich, balanced and progressive curriculum using maths to reason, problem solve and develop fluent conceptual understanding in each area. Mathematics is important in everyday life and, with this is mind, the purpose of mathematics at Holbrook C of E Primary School is to develop the ability to think logically and to work systematically and accurately.
Our curriculum allows children to better make sense of the world around them, relating the function between mathematics and everyday life.
All children are challenged and encouraged to succeed in Maths - a mastery approach means we expect all children to make good progress and achieve age-related expectations. We expect children to leave Holbrook Primary with a deep understanding of the key concepts of mathematics and an effective ability to reason and problem solve, underpinned by fluency in mental maths and written operations, so that they are ready for the next stage of their learning at Secondary School. We want all children to achieve in maths; fostering an enthusiasm and curiosity for the discipline of mathematics is key to this. Just as a love of reading is a key indicator of achievement, we believe instilling a confidence and enthusiasm is vital in developing children's achievement in maths. To this end we build termly enrichment weeks into the curriculum to spark this interest and enthusiasm.
Children at Holbrook have daily maths lessons based on the National Curriculum. We use the White Rose Maths planning as a basis to plan units of work with a clear sequence of learning. These learning journeys are shared with children and incorporate opportunities for review, consolidation and to check progress. These regular 'progress points' help ensure children's learning is deep so that everyone can 'know, remember and use' the key maths concepts. Feedback sessions are an important tool, ensuring that teachers have time to address misconceptions and allow children time to review their work.
The teachers at Holbrook ensure that children's learning builds on previous years through a consistent approach to how new concepts are presented and modelling. A 'concrete, pictorial and abstract approach' across school encourages children to model their maths and ensures teachers are able to present new learning using consistent tools such as bar modelling or ten frames. Staff have also developed progression documents across key areas of maths so that teachers are clear about previous learning and next steps.
Unfortunately not the ones with chocolate chips.
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