GLF Schools

GLF Schools

Maths

 

 

Mathematics at Warren Mead

At Warren Mead we teach Maths using a mastery approach, ensuring every child can achieve excellence. This approach to the curriculum encourages learners to achieve a deeper understanding of mathematical concepts. The class are taught the same mathematical concepts together and the learning needs of pupils are addressed through careful scaffolding, skilful questioning and appropriate rapid intervention, in order to provide the necessary support and challenge. 

Learning is broken down into small, carefully sequenced steps, which are taught for longer and in greater depth. This means misconceptions can be clearly identified and learning is more deeply embedded making children more likely to retain what they have learnt. As part of the Surrey Maths Hub teacher research groups and together with the support of mastery specialists we have developed our expertise in teaching for mastery and now use this approach through EYFS, KS1 and KS2

Why Teach for Mastery?

At Warren Mead we want children to master the mathematics they learn and become confident mathematicians as they progress. 

Teaching for Mastery fully supports these aims through:

  • The belief that all pupils can achieve

  • Keeping the class working together so that all can access and master mathematics

  • Development of deep mathematical understanding

  • Development of both factual/procedural and conceptual fluency

  • Longer time on key topics, providing time to go deeper and embed learning

If you would like to know more about the Teaching for Mastery approach, please visit the NCETM website: 

https://www.ncetm.org.uk/

Central to the school’s mastery approach is the concrete – pictorial – abstract process. Children are encouraged to use manipulatives and resources to physically represent mathematical concepts first. Pictorial representations are then used to demonstrate and visualise strategies before moving on to more abstract methods. The use of all three representations enables children to make deeper connections between mathematical concepts, regardless of their age.







 

Our Progress in calculation policy can be found on our website.

Aspects of Mathematics teaching that can be seen in every classroom at Warren Mead include:

  • Adults displaying positive attitudes towards Mathematics and a sense of excitement about the subject.

  • Children learning through active enquiry and experimenting by using concrete materials, representing their mathematical ideas through images and being provided with opportunities to practice what they have learnt.

  • Children learning to use multiple representations.

  • Mathematical skills being practised and applied across the curriculum.

  • Mathematically rich environments to support learning.

  • Communication, using precise mathematical language.

  • Independence being encouraged.

  • Opportunities for fluency and flexibility of thought in every lesson.

  • Adults using skilful questioning to reveal, probe and address misconceptions.

  • Children who grasp concepts rapidly being challenged through rich and sophisticated problems to provide breadth of study.

  • Scaffolding being provided for children when required.

  • Skilful assessment identifying children who are struggling to grasp concepts leading to guided groups and intervention sessions in addition to the daily Mathematics lesson.

 

 

 

Documents

Page Downloads Date  
Calculation Policy guidance 21st Jul 2021 Download
Calculation Policy WMIS 21st Jul 2021 Download