The 2014 National Curriculum for Maths aims to ensure that all children:
- become fluent in the fundamentals of mathematics
- are able to reason mathematically
- can solve problems by applying their mathematics
At Cheadle Heath, we teach for fluency and a deep understanding of mathematical concepts. We aim for children to develop into confident mathematicians who are curious to explore, question and reason mathematically.
The content and principles underpinning the 2014 Mathematics curriculum and the Maths curriculum at Cheadle Heath reflect those found in a mastery approach. Mastery is an approach to teaching mathematics that is fully inclusive. This means that we do not believe that individuals have a fixed mathematical ability. We believe that all pupils have the potential to become mathematicians through participating in carefully designed maths lessons. To achieve this, our curriculum provides opportunities for all pupils to reason and problem solve, to articulate their thinking and work on sophisticated challenges both independently and collaboratively. Our mastery approach supports children to develop both procedural and conceptual understanding, with sound ‘number sense’ and ability to recall and calculate efficiently. At Cheadle Heath, we use a small step approach to develop mathematical thinking and support children in linking mathematical concepts.
To ensure consistency and progression, the school uses a sequence of maths planning produced by White Rose Maths. This scheme is influenced, inspired and informed by the work of leading researchers and practitioners across the world. In addition to this, we also have an ongoing engagement with the DfE funded NCETM Maths Hub Programme. This programme ensures that all members of staff understand the pedagogy of the mastery approach and enables continued professional development to continually raise the standard of mathematics teaching within our school.
In EYFS, pupils are taught in line with the Early Years Foundation Stage Framework and begin to develop their understanding of simple mathematical concepts. Pupils are taught these concepts using physical resources, pictorial resources, songs, games and role-play. We recognise the importance of play-based learning and therefore encourage children to develop their understanding during their play. In addition, pupils are also taught using the NCETM Mastering Number Programme which enables them to continually focus on developing a strong ‘number sense’.
In KS1 and KS2, the White Rose Scheme supports teachers in delivering lessons that incorporate the elements of mastery. They provide teachers with a vast bank of clear, practical resources and suggested framework for small, coherent steps in learning. The scheme also promotes a culture of deep understanding, confidence and competence in mathematics. Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. Each lesson phase provides the means to achieve greater depth, with children being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within the lesson as appropriate.
Discrete fluency lessons are taught across the school. These lessons focus on key number skills and methods of calculation which are pertinent to particular year groups using the National Curriculum guidance on progression in calculation methods.
The school has a supportive ethos and our approaches support the children in developing their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others. Students can underperform in Mathematics because they think they can’t do it or are not naturally good at it. The mastery approach at Cheadle Heath addresses these preconceptions by ensuring that all children experience challenge and success in Mathematics by developing a growth mindset. Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child.
To see more information about how we teach maths at Cheadle Heath, take a peek at the documents below.