At the start of each policy there is an overview of the different models and images that can support the teaching of different concepts. These provide explanations of the benefits of using the models and show the links between different operations.
Each operation is then broken down into skills and each skill has a dedicated page showing the different models and images that could be used to effectively teach that concept.
There is an overview of skills linked to year groups to support consistency through our school. A glossary of terms is provided at the end of the calculation policy to support understanding of the key language used to teach the four operations.
Morgans School - Aims
Our intent for Mathematics at Morgans School is for all staff to strive to ensure that each child has access to highly engaging and creative lessons which meet the aims of the National Curriculum.
We have adopted the use of White Rose Maths which helps children develop their conceptual understanding of mathematics by using a CPA approach, where varied concrete resources help all children to understand the concepts being taught, then moving on to a pictoral representation using ideas developed in the concrete phase, before embarking on the abstract form of formal written methods of recording. These universal objectives ensure continuity and progression in the teaching of maths across our school, so that children are provided with a variety of opportunities to develop, extend and deepen their mathematical skills in and across each phase of education.
In Nursery and Reception, maths learning follows the Early Years Foundation Stages Framework (using the White Rose small steps, in line with the rest of the school). Children are given opportunities to extend their understanding of language learning through play and investigation, developing their characteristics of learning every day. In addition to this, they use the NCETM framework which aims to secure firm foundations in the development of good number sense for all children from Reception through to Year 1 and Year 2. The aim over time is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number. Attention will be given to key knowledge and understanding needed in Reception classes, and progression through KS1 to support success in the future.
In key stages 1 and 2, lessons engage children in the development of mental strategies, written methods, practical work, investigational work, problem solving, mathematical discussion, consolidation of basic skills and number facts. We also ensure opportunities for group work, paired work, whole class teaching and individual work.
This inclusive approach is based on the principles of cognitive psychology and child development. At the heart of their resources and frameworks is the motto “Everyone Can Do Maths: Everyone Can!” — a slogan that we wholeheartedly agree with!
By using White Rose Maths frameworks and guidance to adopt a maths mastery approach, we can help all children achieve excellence in mathematics. No pupils are considered ‘low ability’ or allowed to feel like they ‘can’t do maths’. Instead, a positive ‘can-do’ attitude is encouraged and children are taught to enjoy working with numbers. Adopting a White Rose Maths approach is about building a deep understanding of topics, helping children become confident mathematicians who embrace mathematical challenges with a smile.