MATHS

Our Approach

At Inglehurst, we aim to give children a range of mathematical experiences and opportunities with practical, written and problem solving tasks across the curriculum. Our principal aim is to develop children’s confidence, knowledge, skills and understanding in mathematics. This is because most of us, children and adults, will use some type of Maths every single day: using money in a shop, measuring materials when doing DIY; working out how far you may need to travel using a map; working out the time of a train using a timetable and the 24-hour clock; or even measuring ingredients, so you can make your teacher their favourite cake! The need for maths is everywhere.

 

We aim to deliver an inspiring and engaging mathematics curriculum which enables children to be numerate, creative, independent, inquisitive, enquiring and confident mathematicians.  We are following the National Curriculum for Mathematics, which aims to ensure that all pupils:
 

  • Become fluent in the fundamentals of mathematics, including through varied and frequent practice, so that pupils develop conceptual understanding and recall and apply knowledge.

  • Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and using mathematical language.

  • Can solve problems by applying their mathematics to a variety of routine and non-routine problems.


We use Power Maths to support the planning and teaching of our maths lessons. This is an exciting class mastery approach, which has been recommended by the DfE. It is based upon the concrete, pictorial and abstract approach. 


Every lesson is divided into sections that involve plenty of discovery, sharing, collaboration, practice and reflection. Children are encouraged to solve problems each day through the use of concrete resources, pictorial representations and abstract thinking.  The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.


At the heart of this programme is the idea that all children can achieve and be successful mathematicians with the right growth mindset.  It promotes five child friendly characters, each with their own positive skillset, to inspire and motivate children.  These characters are:

We have adopted these characters within school as our characteristics of a mathematician. 
 

Aims and Objectives

School Staff:

  • Whole class direct teaching with clear and progressive modelling of concepts and procedures with sequences of varied examples

  • The consistent use of core manipulatives and representations to support ability to access learning and to deepen children’s understanding

  • Rehearsal of core facts and strategies 
    Rich mathematical talk given high status and supported by the learning environment and teachers’ questioning

  • Emphasis placed on ‘learning’ through reasoning, developing multiple strategies and concepts towards understanding

  • Challenge for pupils grasping concepts quickly is provided through depth and breadth of experience

  • A few areas of learning covered more deeply in a half term.

  • Daily opportunities to reason and problem solve.

  • Differentiation achieved through:

    • adjustments to allow access to whole class learning.

    • increase in challenge through adjustment for depth and breadth to whole class learning.

 

Children:

  • To enjoy Mathematical experiences using concrete equipment.

  • To develop a strong ‘number sense’ and an ability to apply this to other subjects. 

  • To use clear mathematical language, often modelled to the children within a structured framework.

  • To participate in investigative, independent work that leads to deeper understanding.

  • To question their learning. 

 

What is Maths like at Inglehurst?

Children enjoy daily maths lessons. Children take part in fluency activities to recap prior learning and explore concepts through problem solving activities. Children engage with concepts using the CPA (concrete, pictorial and abstract) approach and  the use of a wide variety of manipulatives is actively promoted . Children spend longer on new content in order to secure a deeper understanding. They are encouraged to make connections in their learning and are encouraged to learn from their mistakes. Greater time is spent on how an answer is achieved as opposed to the final output.  

 

Currently we offer: 

  • Times Table Rockstars

  • Links with DeMontfort University Mathletics programme (Year 6)

For additional information please view the documents below or contact Mrs Curran (Subject Lead).

Additional Documents

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Inglehurst Junior School

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Inglehurst Junior School,

Ingle St, Leicester LE3 9FS