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John Betts Primary School

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Maths

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Mathematics equips pupils with a uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem solving skills, and the ability to become “out of the box” thinkers.

 

Mathematics is important in everyday life, many forms of employment, science and technology, medicine, the economy, the environment and development. Different cultures have contributed to the development and application of mathematics. Today, the subject transcends cultural boundaries and its importance is universally recognised. Mathematics is a creative discipline. It can stimulate moments of pleasure and wonder when a pupil solves a problem for the first time, discovers a more elegant solution to that problem, or suddenly sees hidden connections.

 

Mathematics is a core subject of the National Curriculum. It is given a high priority at John Betts Primary School. The most important reason for teaching mathematics to all children is that it can be used to provide them with a powerful means of communication to represent, to explain and to predict.

 

We aim to present the subject as one that the pupils can use and enjoy, whilst realising that it is also a tool to be used in the world beyond the classroom.

  • To use the National Primary Strategy as a basis for all Maths lessons
  • To equip all our children with the basic Numeracy skills necessary for life
  • To enable children to make quick recall of basic mathematical facts. (please see our calculation policies below). 
  • To encourage children to think clearly and logically, to solve problems and to show confidence in overcoming difficulties
  • To encourage a positive attitude to mathematics through appropriate work, encouragement and support
  • To enable children to achieve their true potential in mathematics
  • To support all children in their work, at whatever level
  • To provide a stimulating environment for mathematical activities
  • To encourage an understanding of appropriate mathematical language

Mathematics is taught explicitly each morning for 1 hour. Typically a lesson contains a Mental Mathematics and a Written Mathematics part. Over the year the children cover a range of place value, calculation, problem solving strategies, measurement, geometry and statistics.

 

Children are not placed in ability groups rather they work with a range of their peers providing opportunity to discuss strategies and develop their mathematical thinking as well as applying. Differentiated tasks are provided for every lesson and children select the task that they identify as most appropriate for their confidence in this area of mathematical learning. Individual and group support and challenge are provided to ensure that all learners are making the optimum progress they are capable of.

 

Lessons have clearly defined objectives appropriate for the children involved. Learning Systems include a WAGOLL (what a good one looks like) to enable children to tackle the task independently.

 

We also aim for an Inclusive education; this means that all students in a school, regardless of strengths or weakness in any area become part of the school. EAL, SEN and More able/ are catered for in each classroom. Teachers will provide resources to move on their learning forward. Homework and Number Ninja (more able) clubs have been planned to address individual needs.

 

Learning at John Betts doesn’t stop when the school day is over. Children are provided with some online resources they could use at home primarily Mathletics. They can access them 24 hours a day, 7 days a week and provides the perfect link between home and school, where results seamlessly flow.

 

Maths Passport 

 

In addition to this the children work through the Maths Passport scheme, in order to improve their quick recall of key number facts. Children have a copy of their passport that they take home each day to practise their current targets. They are then tested each week in school on some of these targets. When they have demonstrated quick recall of the facts on three separate occasions for each target, they move onto the next target. This resource ensures that our children develop a high level of number fluency.

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