Developing a strong grounding in number is an essential skill for children to thrive, ensures that children develop positive attitudes to numeracy and helps to build confidence and resilience At Sunny Bank, our intent is for our pupils to develop a deep and sustained understanding of Mathematical concepts so that they become happy and confident mathematicians, throughout their learning and into their adult life. We teach maths using a mastery approach; this sparks curiosity and excitement and helps nurture children’s confidence in maths.
Our aim is that all pupils:
Become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
Can solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios.
Can reason mathematically by following a line of enquiry and develop and present a justification.
Numeracy is taught through a direct daily session focusing on counting confidently, developing a deep understanding of numbers to 10, developing a secure base knowledge and vocabulary and to develop spatial reasoning skills across all areas.
The learning environment is deliberately planned to encourage children to practice their mathematical skills in all areas of play to learn, child-initiated activities and to see themselves as mathematicians.
The learning environment offers opportunities for children to use manipulatives to support their understanding of number.
KS1 and KS2
Numeracy is taught through a daily session using White Rose resources and knowledge and skills progression to ensure that the curriculum is sequenced so knowledge is built upon systematically.
Teachers use a combination of resources to support varied and frequent practice in number skills so that children become fluent in the fundamentals of mathematics.
We use sentence stems to support children’s ability to reason mathematically conjecturing relationships and generalisations and developing an argument, justification or proof using mathematical language.
Children are given specific targets for numeracy and once per week the lesson consists of a reflection upon targets session where children can reflect on the learning so far, edit and improve any work, teachers can pupil conference with pupils and address any misconceptions so that children KEEP UP NOT CATCH UP.
NFER testing 3 times per year in Years 3, 4 and 5.
SATs testing in Year 2 and 6.
Formative assessment within maths lessons.
All on a page assessments for every child.