At Pinner Wood School, we view Mathematics as being essential to everyday life, critical to science, technology and engineering and necessary in most forms of employment. We, therefore, provide a high-quality Mathematics education that gives children an understanding of the world, the ability to reason mathematically, and a sense of enjoyment and curiosity about the subject.
In teaching Mathematics we use the CPA (Concrete, Abstract, Pictoral) model. This is evident in our calculation policy. The idea behind this is that concepts are built in small, logical steps and are explored through clear mathematical models and images. The focus is on depth – not acceleration – so that all children have a chance to embed learning. Teaching is supported by high-quality resources which present the flow of lessons coherently and provide opportunities for plenty of practice. Children use concrete resources and pictures to physically represent mathematical concepts alongside numbers and symbols – this helps them to visualise ideas.
Our aim at Pinner Wood School is to develop:
- a positive and confident attitude towards Mathematics, both as a subject as well as recognising the cross curricular links with other subjects
- competence with numbers and the number system
- enjoyment and enthusiasm for learning through practical activities, investigations and discussion
- skills through the exploration of shape, position and movement, money, time, measure, data handling and problem solving in a range of contexts
- the use of mathematics as a tool for life to solve problems
- an ability to communicate mathematical methods and strategies and to use mathematical language appropriately
- lively, engaging and challenging mathematical lessons or activities with opportunities for children to use their initiative and to work both independently and cooperatively.
At Pinner Wood School we use Maths Passports to develop and improve children’s mental maths skills.
Each child (from Year 1 to Year 6) is allocated a passport with a series of targets. Our maths passport theme is set in space with children (maths astronauts) aiming to reach each planet and eventually the sun. As children progress through each planet, the targets get progressively more challenging, with an aim to develop basic number skills and instant recall in all objectives.
In the initial assessment children will complete mental maths tasks one to one with their class teacher. This will then provide a baseline and children will be given a planet and targets to work towards. Children will then be tested weekly on this target. During the test children must answer 10 questions within 30 seconds correctly to meet the target. The target must be met 3 times before children move on to the next target.
When your child has completed all targets for a planet they will be awarded certificate for that planet. For example, when they have met all targets for the planet Jupiter, they will receive a Jupiter certificate. This will be given to them during Friday celebration assembly and then sent home.
Each child’s Maths Passport Target can be found on their SeeSaw account. This will be updated as they progress through the targets. Please support them in practising their skills. This could be in the car, at teatime, in the bath, before bed… anytime! It does not need to be a formal, sit down session.
Below is some information sheets with suggestions of website and activities for each maths passport planet to help you best support your child.
Passports are completed in the following order:
The maths curriculum
In KS1 and KS2 (Years 1-6) our teachers follow the national curriculum objectives. Maths is taught through 3 main areas; fluency, problem solving and reasoning.
become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.