Subject leader: Mr Gatrill
At Trinity Academy Richmond we place the greatest importance on the teaching and learning of Mathematics. Mathematics helps us to make sense of our world and participate in modern society. Through our Mathematics curriculum we want all children to develop into confident and competent mathematical thinkers, who are able to use maths in real life situations.
Our Mathematics curriculum focuses on the ‘mastery’ approach, where children become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, enabling pupils to develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. This knowledge is then applied to solve reasoning and problem solving activities.
The mastering of Mathematics means pupils acquire a deep, long-term, secure and adaptable understanding of the subject.
In Nursery, daily time is dedicated to mathematics and learning is developed and progressed through enabling environments within the provision. In Reception class, daily mathematics is taught through timetabled and planned teaching. These lessons include a good balance between whole-class learning and the consolidation of concepts during independent play. In the Autumn term, these sessions are similar to those in Nursery; revisiting what has already been learnt to build on prior knowledge.
From Reception onwards, we use the ‘White Rose Maths’ schemes of learning (SOL) to provide the framework to our Mathematics curriculum. These SOLs break down what children need to learn during each week of each term to master the learning objectives laid out by the National Curriculum. We supplement this with a variety of other resources that are aligned with White Rose Maths, ensuring we provide an enjoyable, engaging and varied curriculum to help pupils develop a love of learning and work towards mastery with differentiated resources.
A Typical Mathematics Lesson (Reception)
A typical lesson in Reception will start with a recap of previous learning; this enables children to consolidate their understanding of what has been learned previously. This is followed by a oral/mental starter where the focus is on counting, arithmetic or subitizing.
The main input will introduce the children to that day’s learning objective and support their understanding. This is also an opportunity to introduce reasoning and problem solving activities link to the learning objective.
Children will then take part in games/enhancements within the provision to consolidate, practise and apply their learning independently. Due to the nature of Early Years, evidence is recorded through photographs and observations, which are uploaded onto each child’s online portfolio.
A Typical Mathematics Lesson (Years 1 – 6)
A typical lesson in Year 1 to 6 begins with oral work and mental calculations. Using ‘Flashback 4’ from White Rose Maths (or similar activities) enables children to consolidate prior learning, supporting fluency in the fundamentals of the subject. The teacher then goes through how to work out each question to support understanding further.
The main teaching input is used to teach children the objective for that session. Through AFL within this main input, or based on prior knowledge, individual children begin their activity once the teacher is confident of a pupil’s understanding. The class teacher continues to support those who need it.
Where appropriate, a cycle of ‘Concrete – Pictorial – Abstract’ is used to scaffold and support children’s understanding for each objective. Children should become independent in gathering these resources should they feel they need them.
By assessing children throughout each session, the class teacher is able to move each child’s learning on as soon as they are confident the child has a good understanding.
In this instance, children choose differentiated ‘Reasoning and Problem Solving’ activities based on their own confidence level (Blue to make you go ‘Woo’, Pink to make you think, Green to make you steam).
At the end of, or during, each session there may be a ‘plenary’. This will involve work with an individual, small group or whole class to support misconceptions or gauge understanding for that day’s objective.
Every child in Years 1 – 6 is given a half-termly Mathematics target. These are specific to the child and are used to consolidate previous learning or to provide a focus to a specific area of need. Where a child has achieved their target, a new one will be given.