At Gatton Primary School, our intent is for all of 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 use a teaching for mastery approach which sparks curiosity and excitement and helps nurture confidence in maths.
We aim to develop and raise the standards of Mathematics for all of our learners. This means developing the ability of learners to use numeracy skills effectively in all areas of the curriculum and beyond. It is viewed as a valuable and rewarding aspect of the pupils’ development and should open the door to a world of knowledge and lifelong learning.
Our aim is for pupils to:
- become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- be able to solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios.
- be able to reason mathematically by following a line of enquiry and develop and present a justification.
Maths lessons are delivered following the Power Maths scheme, which follows the five teaching for mastery core values: coherence, representation and structure, mathematical thinking, fluency and variation.
Coherence: lessons are broken down into small connected steps that gradually unfold the concept, providing access for all children and leading to a generalisation of the concept and the ability to apply the concept to a range of contexts.
Representation and Structure: representations used in lessons expose the mathematical structure being taught, the aim being that students can do the maths without recourse to the representation
Mathematical Thinking: if taught ideas are to be understood deeply, they must not merely be passively received but must be worked on by the student: thought about, reasoned with and discussed with others
Fluency: quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics
Variation: variation is twofold. It is firstly about how the teacher represents the concept being taught, often in more than one way, to draw attention to critical aspects, and to develop deep and holistic understanding. It is also about the sequencing of the episodes, activities and exercises used within a lesson and follow up practice, paying attention to what is kept the same and what changes, to connect the mathematics and draw attention to mathematical relationships and structure.
We use NumBots and Times Tables Rockstars across the school as we believe that it is important that all children become fluent and have a rapid recall of number and times table facts.
Further information on how to support your child and the philosophy behind our maths teaching can be found at the following websites: