Our vision for maths at Gillshill Primary School is to encourage all of our pupils to develop their knowledge and understanding of this subject. We aim for ALL pupils to enjoy and achieve in becoming confident, independent mathematicians.
We believe that a broad and balanced maths education is the entitlement of all pupils, we want children to ‘master’ mathematics throughout their school lives and beyond.
At Gillshill Primary we follow the White Rose Maths Scheme. The children from EYFS-Year 5 are taught in whole class ability groups and have a classroom support assistance to provide tailored intervention. Children in Year 6 are differentiated into ability groups to allow a more comprehensive teaching timetable which will support their Year 6 SATs. In advance of any maths unit being taught, all of the children will complete a pre-assessment on the unit they are about to study. The results are analysed which will inform future planning and intervention. This is to ensure children receive the best access to quality first teaching.
Each maths lesson is carefully planned and resourced to follow the Concrete, Pictorial and Abstract (CPA) approach. Firstly, children are able to gain knowledge of mathematical concepts through the development of understanding due to the use of concrete apparatus. Once they feel confident, children move to pictorial understanding through visualising their mathematics with pictorial images. Finally, children move to develop their abstract understanding of mathematics with written number calculations. At each stage, children are given the opportunity to develop their depth of knowledge and understanding with tailored reasoning and problem solving.
Our intention is to develop children into mastery mathematicians Wherever possible maths is incorporated through a thematic approach which ensures children are thoroughly engaged and enriched. This also helps to connect mathematical concepts and support the transference of skills.
The impact of the maths curriculum is measured through regular book scrutinies, subject specific learning walks, teacher and pupil discussions and data analysis. The school leadership team, subject leaders and governors relentlessly drive the maths curriculum forward and monitor it vigorously.