Mathematics

Mathematics teaches us how to make sense of the world around us through developing a child’s ability to calculate, to reason and to solve problems.

At Holy Trinity, pupils will be given the opportunity for children to develop the practical skills and understanding as outlined in the National Curriculum for Mathematics. 

Our pupils will secure their instant recall basic knowledge and calculation skill and have confidence to reason & solve problems in real-life contexts.  They will use of mathematical language in order to observe the relationships and pattern.

Through using collaboration and cooperation, pupils will be empowered and encouraged to think creativity and flexibility when investigating and problem-solving. They will also learn about many people who helped with the development and application of mathematics in our modern world including computing.

This will help prepare our pupils to experience success and enjoyment from mathematical, develop a confident and positive approach to this subject and allow them to flourish and live life in all its fullness.

Embedding Quality Teaching and Learning Teachers use a range of assessment for learning strategies in every lesson to allow all children to demonstrate what they can do and to allow increased thinking time when responding to the teacher’s questions. The mathematics subject leader / team

Teachers are embedding the use of concrete materials in lessons throughout the Key Stage to support deep learning. We are investing in a range of high-quality concrete materials across all areas of the mathematics curriculum to support the CONCRETE - PICTORIAL - ABSTRACT approach which is fundamental to teaching for mastery.

Written feedback

We have developed a marking system that clearly identifies areas of success and areas for development. All children have access to a copy of the code which is displayed in the classroom and in their exercise book. Children are expected to respond to the different elements of the code in different ways in response to the teacher’s feedback. Children are given sufficient time to respond to the teacher’s feedback. Supporting teachers to deliver excellence Teachers are developed through a process of co-coaching - monitor – support – review. Co-coaching sessions were focused on a taught session in the given year group delivered by the Mathematics Lead and observed by the year group team. This was then followed up with a collaborative planning session to unpick the approaches used in the lesson and the impact on learning before applying this to planning future learning.

Regular INSET sessions provide whole school training and an opportunity to address whole school issues.

In March 2021 focused on the use of concrete materials as during remote learning, use of these materials had been limited even though, as a school we provided home learning packed of resources  to our venerable pupils   embed deep learning and to underpin learning and teach structures before procedures. Learning walks, lesson observations and pupil questionnaires are used as a means to monitor engagement in lessons. Support includes:

• co-coaching sessions with the Mathematics Lead and year group colleagues

• opportunities to plan collaboratively

• training opportunities

The impact of the various support strategies is measured through learning walks, teacher discussions, monitoring, book scrutiny and analysing termly assessment data in Pupil Progress Meetings.

Better questioning and increased thinking time allow children to more fully articulate their reasoning. Teachers are now getting better at challenging children to explain their reasoning to their peers evidenced in lesson observations and drop-ins. Most importantly, children enjoy their mathematics lessons. Outcomes for pupils in mathematics are reported to Governors.

At Holy Trinity we're using the Mastery: Small step approach to the learning and teaching of Mathematics. 

White Rose Maths: Teaching maths for mastery is a transformational approach to maths teaching using CPA (Concrete, Pictorial, Abstract) When taught to master maths, children develop their mathematical fluency without resorting to rote learning and are able to solve non-routine maths problems without having to memorise procedures.