At Rillington, we aim to deliver a challenging, well sequenced, mastery maths curriculum which reflects the national curriculum aims for all pupils to become fluent in the fundamentals of maths, able to reason and solve problems. Our maths approach is taught across our school using resources such as White Rose Maths, Testbase, NCETM and NRICH. Through our mathematics approach, we introduce children to the possibilities that maths can open up for them by making real life links and meaningful connections within their learning. We are committed to ensuring that our children enjoy mathematics and experience success in the subject at all levels, so that our children develop an appreciation of maths and raise their curiosity of the subject.
Our lesson structure
At Rillington, we follow a mastery approach to our teaching and learning of mathematics. This strategy ensures that all children develop deep knowledge, understanding and confidence in the different mathematical concepts. Each day, maths is taught in 2 strands. We use the CPR model which provides a creative and innovative sequential approach to learning. The regular revisiting and over learning of concepts creates a deeply embedded, connected understanding of all areas of maths.
The model consists of:
Our maths curriculum is split into two strands and taught on a daily basis:
- Number, place value and calculations
- Other areas of the maths curriculum
Each concept is taught each term with opportunities for consolidation and building on prior learning.
Each class teaches the same maths concept at the same time.
We have ensured where possible that the skills and knowledge learnt in the ‘number’ lessons are reflected in the second session of the day, for example, learning adding and subtracting alongside calculating the perimeter of shapes.
This is used to ensure that children are given opportunities to develop their fluency and understanding of mathematical concepts within a daily session. During this time children are provided with teacher modelling and scaffolded support with manipulatives, pictoral representations and partner talk time. They also have opportunities for fluency, reasoning and problem solving in both sessions.
Lesson structure overview:
An example of our maths planning for a unit of learning on place value can be viewed below:
Our working walls:
Within our lessons we use Sentence stems to support children with their communication and clarification of mathematical conceptual ideas or generalisations. Using a common language to articulate also encourages the use of accurate mathematical vocabulary. This all forms the basis of our ‘stickability’ collections, which are used to display useful, conceptual information that children can refer to by using their working walls:
Mathematic arithmetic skills:
All children take part in a maths arithmetic skills session, which consists of a 15-minute daily slot. This session develops children’s arithmetic skills and is tailored to meet the needs of each year group using personalised arithmetic material, flashbacks (WRM reviewing previous learning) and multiplication tables practice. Children and teachers mark work together at the end of each session and discuss different strategies and approaches:
Times Tables Rock Stars:
Every child at Rillington from Year 1 – 6 is given a TT Rock Stars login for their own personal account. TT Rock Stars is a fun and challenging programme designed to help children master their multiplication tables in an enjoyable and engaging way. Children are encouraged to access this for at least 5-minutes every day, either at home or during their time in school when opportunities are provided by their class teacher. Being competent, confident, and accurate with multiplication tables is vitally important for children as it underpins their success in the calculations that they are required to complete, whilst also being widely applicable across the mathematics curriculum. By year 4, children are expected to be confident in the multiplication tables up to the 12 times table, in preparation for their statutory multiplication check.
Appropriate and targeted interventions are planned and delivered across the school.
1st Class @ Number supports the national curriculum for mathematics and raises mathematical attainment. The interventions are delivered throughout the week to specific targeted groups and has been proven to increase enjoyment and engagement in mathematics. Success@Arithmetic is a calculation-based intervention aimed at pupils in Key Stage 2 who have difficulties with arithmetic proficiency and need support to improve their understanding of number and written calculation skills. It helps them to make faster progress and to catch up with their peers through a mastery approach.
Here’s what our children say…
“I love maths!” Santino Year 1 “I really enjoy the challenges that we are given.” Libby Year 2 “I like working with my partner to solve problems” Rory Year 2