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Barrow Hedges Primary School

Mathematics

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Miss Georgia Whittlesea is the Subject Leader for Mathematics

At Barrow Hedges we believe that in order to be successful mathematicians, children must develop a deep conceptual understanding of number. We know this starts from a very young age, and that the building blocks for complex maths reasoning are generally developed in EYFS. It is vital that during their time in Nursery and Reception children develop a deep understanding of number as research shows that early maths skills are one of the strongest predictors of later academic achievement.

Please look at our EYFS Number Foundations (pdf below) for ideas on how to develop children’s early maths skills at home.

We encourage parents to play an active role in supporting their child through their mathematical journey. Click here to read more information about the importance of mindset in maths, and how parents can support their children in developing a positive mindset. The National Numeracy Parent Toolkit website gives advice and suggestions for how best to support your child at home in maths. In addition to this, there are lots of other games online to help develop mathematical fluency and skills and we particularly like the range which can be found here.

Our Maths Learning Culture

Description: maths 5At Barrow Hedges, we teach a Mastery Curriculum of Maths: please see the 'What does Maths Mastery look like at Barrow Hedges?' pdf below for an overview of our key principles.

We aim to create a balance of fluency in number skills, gained by our ‘Race Around the Clock’ boards and Key Instant Recall Facts, and teaching to develop deep understanding. We challenge children to grasp the ideas that underpin their learning. We do this through the use of lots of concrete apparatus and by giving children the opportunity to see how different mathematical ideas are interrelated in challenging, practical and exciting learning contexts (examples of these types of problems can be found in the NCETM mastery documents - 'Questions, Tasks and Activities' Mastery Maths in pdf below and can be worked through at home).

Our mathematical culture underpins this aim, by outlining the qualities that we value in our mathematicians. By promoting these qualities, we are encouraging children to see mathematics as both a logical and creative subject.

 

We want children to take risks, make mistakes and feel challenged in their learning journeys. This is all part of building learning power in mathematics:

  • Risk Taking - having a growth mindset, enjoying challenges and learning from mistakes, reflecting on learning and using vocabulary like “I can’t do that yet…”
  • Resilience – working logically, controlling negative emotions, trying different approaches and using resources available to problem solve
  • Reciprocity- we encourage children to work collaboratively, explaining their reasoning and learning in groups of their peers

We assess children regularly to track their progress towards meeting the end of year expected standards (these standards can be found on our maths target sheets pdf below). This ensures that work is accurately matched to the specific needs of the learners, and allows time to address the specific misconceptions that the children may have and move children’s learning on, once appropriate. To inform teaching and learning within mathematics, our children sit termly tests produced by one of the many Maths Hubs. The results of these are shared with parents and carers at our parent teacher consultation evenings so they are aware of the skills their children are able to apply and areas for development.

This approach has led to outstanding attainment in mathematics in recent years. (Please take a look at our Ofsted data dashboard for our end of Key Stage results).