Our Maths Intent
At Greenside Primary School, we aim for pupils to become successful and proficient mathematicians, who can fluently recall, solve problems and reason mathematically. We have developed a ‘mastery’ approach to mathematics to provide our pupils with the best opportunity to achieve a secure and deep understanding of each mathematical concept, building on previously acquired knowledge, skills, and vocabulary. We are committed to ensuring that pupils can recognise the importance of mathematics in the wider world and that they are able to use their mathematical knowledge and skills confidently in a range of different contexts and across the curriculum.
Using the White Rose Maths scheme of work as our spine throughout school, which supports our Mastery approach to teaching and learning, we use a combination of concrete, pictorial, and abstract examples to present the learning in a variety of ways and ensure that our pupils are fluent with the concept being taught:
Concrete - Children should have the opportunity to work with physical objects/concrete resources, in order to bring the maths to life and to build understanding of what they are doing.
Pictorial - Alongside concrete resources, children should work with pictorial representations, making links to the concrete. Visualising a problem in this way can help children to reason and to solve problems.
Abstract - With the support of both the concrete and pictorial representations, children can develop their understanding of abstract methods.
Lessons regularly include reasoning and problem-solving activities to deepen their mathematical understanding of the concept being taught. Reasoning questions encourage pupils to explain why their answer is correct and the method by which they worked it out. Problem-solving questions require the children to develop resilience in tackling problems and applying their learning in different scenarios. Pupils also complete elements of their Maths learning through ‘Active Maths’ as we recognise the importance of regular physical activity across the curriculum.
To ensure a successful transition into Key Stage 1, EYFS also follow the White Rose Maths small steps as a guide to map out their teaching and learning in lessons and continuous provision. Moreover, to develop children’s early number skills, pupils in EYFS are exposed to range of Mathematical songs, rhymes and storybooks, alongside using the ‘Ten Town’ resources to support the development of number sense and number formation through songs and stories with characterisation.
We provide pupils with regular opportunities to revisit their learning through our Mini Maths sessions, which ensure children develop confidence with mental strategies, are fluent with recalling their Key Instant Recall Facts (KIRFs) and embed previously taught calculation methods. Alongside this, daily Flashback 4 activities enable pupils to re-visit and recap learning completed in previous lessons, units and year groups improve retention and further embed understanding in their long-term memory.