Mathematics is a key aspect of the curriculum and along with reading, writing, speaking and listening, including oracy, it makes a significant contribution to the development of pupils as thinkers and learners.

At Lower Fields, we aim to do two things: encourage and develop a lifelong love of maths; and to teach pupils to be confident, fluent mathematicians who can reason and problem solve successfully as skilled and competent adults.

Maths is taught progressively and sequentially across the academy and begins the moment they start in Nursery.

In the Foundation Stage, we know that pupils should be taught through practical ‘hands on’ learning experiences. There is a focus on mastery of early number. Frequent and varied learning opportunities right across the setting allow pupils to develop an understanding of relationships and pattern. They begin to reason about number, and problem solve through practical activities.

Throughout our school, we employ a Teaching for Mastery approach to mathematics, as supported by the National Centre for Excellence in Teaching Mathematics (NCETM). This focuses on 5 key elements for teaching maths to ensure all pupils develop a deep, lasting understanding of all areas of maths. These 5 ‘BIG ideas’ are:

  • Representation & structure – ensuring that pupils from Nursery to Y6 have a deep understanding of every mathematical concept;
  • Mathematical thinking – developing pupil’s abilities to reason, question, explore, discuss, justify and prove;
  • Variation – carefully structuring every question, lesson and unit to support pupil’s understanding;
  • Fluency – gaining a deep understanding of number, leading to confident tables and number fact knowledge to support access to wider areas of maths;
  • Coherence – making connections across the curriculum and tying every thing together in a series of small steps that ensure everyone makes progress.

In Key Stage 1 and Key Stage 2, we use a lesson structure called Same Day Intervention (SDI)

SDI works perfectly to meet the needs of our pupils. By teaching using the SDI strategy, there are opportunities;

  • For direct teaching, modelling and scaffolding
  • For all pupils to work independently, in pairs or in groups
  • For all pupils to develop procedural fluency, varied fluency and reasoning and problem solving
  • For teachers to assess understanding and progress before either re-teaching, consolidating learning or extending pupils, on the same day
  • To use structured models and images across the lesson

Alongside SDI, pupils are taught to quickly recall times tables facts. This helps them with, and gives them confidence with, all areas of maths. They become efficient, accurate mathematicians.

For those pupils who need support, in addition to SDI, we use a range of high-quality, trusted resources. An example of this is something called Ready to Progress, which is published by the DfE (Department for Education) and NCETM (National Centre for Excellence in the Teaching of Mathematics).