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Maths

 Pure mathematics is, in its way, the poetry of logical ideas.

Albert Einstein

Subject Intent

It is our intent that children will learn through a mastery approach, which is deep, sustainable and achievable for all. They will have fluent knowledge and understanding of the number system with the ability to rapidly recall number facts, in addition to performing written and mental calculations efficiently. They will develop factual, conceptual and procedural fluency through a concrete, pictorial and abstract approach. Through a broad range of skills in applying mathematics, they will solve real life problems and reason about mathematical concepts and make connections. When faced with challenges in new and unusual contexts, children will think independently and persevere, showing confidence in success.

Now What?

Intelligent Talkers Insatiable Readers
Talk is a focus of lessons and this is built into the Power Maths scheme with the Discover and Think Together sections. Teachers teach reading within mathematics sessions. This supports children to understand what they are being asked to do.
Accurate vocabulary is at the heart of all mathematics lessons. All children have the opportunity to use the correct vocabulary in discussions that are at the heart of all mathematics sessions. Through explicit teaching of vocabulary, pupils make connections between written questions and what are they being asked to do.
  Through a well sequenced curriculum, pupils are exposed to a variety of written and visual information that they are empowered to decode.
Impeccably Behaved Inclusive Citizens
Pupils are fluent mathematicians who are automatic in their arithmetic skills. This removes the arithmetic barrier when applying their skills to reasoning and problem solving. The concrete, pictorial and abstract sequence of learning supports a solid understanding of mathematical concepts for all pupils.
Pupils are given opportunities every lesson to recall and retain their learning. This will increase memory and fluency. A well sequenced curriculum builds on previous years and supports deep understanding over time.
  A well sequenced calculation policy supports transitions between year groups and ensures consistent teaching throughout.

Essential characteristics of a mathematician at Valley Park

  • An understanding of the important concepts and an ability to make connections within mathematics.

  • A broad range of skills in using and applying mathematics.

  • Fluent knowledge and recall of number facts and the number system.

  • The ability to show initiative in solving problems in a wide range of contexts, including the new or unusual.

  • The ability to think independently and to persevere when faced with challenges, showing a confidence of success.

  • The ability to embrace the value of learning from mistakes.

  • The ability to reason, generalise and make sense of solutions.

  • Fluency in performing written and mental calculations and mathematical techniques.

  • Able to use a wide range of mathematical vocabulary, precisely and give answers in full sentences.

  • A commitment to and passion for the subject.

A Mastery Approach

Power Maths sessions are taught daily from Reception Class upward. Power Maths is a whole-class mastery programme designed to spark curiosity and excitement to help nurture confidence in maths. It is the only mastery programme perfectly aligned to the White Rose Maths progressions and schemes of learning, it’s written specifically for UK classrooms by leading mastery experts, and is recommended by the DfE. Children learn through using a high-quality textbook, online learning tools and a practice book for each term. There is a consistent use of the CPA (concrete, pictorial, abstract) approach across Power Maths, which helps children develop mastery across all the operations in an efficient and reliable way.

Progress is tracked each cycle using a range of evidence, including:

  • Teacher observations

  • Evidence in maths books

  • End of unit checks

  • Summative assessments at the end of each cycle

  • Statutory tests (SATs) in Year 2 and Year 6

Children receive support and extra challenge through ‘same day intervention’. Children receive feedback on their work and respond to gap tasks to scaffold learning further or further deepen their understanding. The approach at Valley Park is child-centred, which focuses on a growth mindset approach to maths. The approach helps children build a deep understanding of maths concepts and a confidence in maths.

Power Maths Calculation Policies

A calculations policy underpins the teaching of the 4 operations (addition, subtraction, multiplication and division) and clearly shows the concrete, pictorial and abstract approaches and progression in each strand of mathematics.

You can find our calculations policies at the bottom of the page.

Knowledge Organisers

Knowledge organisers highlight the key vocabulary, models and methods that the children will need in order to be successful. These can be accessed……...  By keeping parents informed of their child’s maths learning, they will be more able to offer support and guidance at home.

You can find our Knowledge Organisers for each year group at the bottom of the page.

Teaching Model

Power Maths is structured so that concepts are taught for longer and to go deeper. For each year group, the curriculum strands have been broken down into core concepts. These are taught in blocks of lessons so you can give sufficient time to developing a deep and sustainable understanding of core maths concepts. Each concept has also been broken down into small steps (lessons). Each lesson and concept builds on prior knowledge to help children build a robust and deep understanding of the concept before moving on.

Lesson Sequence

Supporting the NCETM’s definition of mastery, the lesson sequence at Valley Park focuses on supporting children’s understanding of core concepts and building their mathematical confidence. Each lesson is divided into evidence-based sections that take children on a journey through discovery, sharing of ideas, scaffolding practise, independent practise and reflection.

Fluency

Becoming fluent in the fundamentals of mathematics, including through varied and frequent practise with increasingly complex problems over time, ensures that that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. At Valley Park, fluency is developed through the use of ‘Number Sense’ in Key Stage 1. In Key Stage 2 children experience daily arithmetic sessions. Rapid recall of times tables, including multiplication and division facts, is developed through the use of TTRS. Children spend 3 minutes daily completing the TTRS scheme of learning. 

In KS1, Numbots is used to engage children in the early stages of addition and subtraction. In addition to this, all Valley Park children in Key Stage 2 have access to Times Tables Rockstars, this online resource provides children with engaging activities to learn their tables whilst reducing the time is takes to answer multiplication and division questions. This can also be accessed at home and children can take part in battles with their friends and enjoy inter-class competitions. 

Reasoning

At Valley Park, children reason mathematically by accessing appropriately pitched maths content every lesson, so that they can think logically in order to arrive at solutions or sometimes find multiple solutions. Valley Park children will be able to identify what is important and unimportant in solving a problem, follow a line of enquiry, conjecture relationships and generalisations, and develop an argument, giving justification or proof using mathematical language to explain a solution.

Application/Problem-Solving

At Valley Park, children solve mathematical problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. In order to solve a problem, children will draw on one or more problem-solving skills, such as:

  • Working systematically

  • Trial and improvement

  • Logical reasoning

  • Spotting patterns

  • Visualising

  • Working backwards

  • Conjecturing

Through this way of teaching we will have:

  • Ambitious expectations for all pupils

  • Gaps in learning immediately addressed through same day intervention

  • All pupils access rich mathematical content

  • Avoidance of grouping and labelling children

  • Conceptual and procedural maths taught together

  • Investment in professional development of teachers

  • Children who know more and remember more