Maths For Life at Holgate Academy
At Holgate, we use the White Rose Scheme of Work to teach a series of coherent and small steps. We supplement this scheme with other resources from the NCETM, Gareth Metcalfe, Tara Loughran (NWMH3) and more.
Mathematics helps children to make sense of the world around them through developing their ability to calculate, to reason and to solve problems. It enables children to understand and appreciate relationships and pattern in both number and space in their everyday lives. Through their growing knowledge and understanding, children learn to appreciate the contribution made by many cultures to the development and application of mathematics.
At Orrell Holgate Academy, we aim to:
develop a numerate environment where mathematical risk-taking, creativity and logical thought are encouraged in order to develop independent learners;
encourage the effective use of mathematics as a tool in a wide range of activities across the curriculum and, subsequently, adult life;
develop an ability in the children to express themselves fluently, to talk about the subject with assurance, using correct mathematical language and vocabulary;
develop ability to think clearly and logically with independence of thought and flexibility of mind;
develop mathematical skills and knowledge and quick recall of basic facts;
improve children’s capacity to solve problems through decision making and reasoning in a range of contexts;
develop a practical understanding of the ways in which information is gathered, presented and interpreted;
explore features of shape and space and develop measuring skills in a way which equips our children with life skills;
promote a resilient mind-set with regards to mathematics;
promote resilience, resourcefulness, reflection, risk-taking and relationships.
We work closely with the North West Maths Hub 3 to develop mastery maths teaching in our school. We know the importance of collaboration and shared practice. We aim to develop our children into competent mathematician whilst developing our staff into excellent mathematics teachers.
In all maths lessons, we recognise the full potential of all pupils and have the highest standards to ensure that all children are challenged and achieve their best.
Practice and consolidation play a central role to mathematics learning; carefully designed variation within this builds fluency and understanding of underlying mathematical concepts in tandem.
Reasoning and problem solving are an integral part of our teaching. We provide children with a variation of different problems and challenges in a variety of different contexts on a daily basis.
All Staff use the CPS/A approach (concrete, pictorial, symbolic/abstract) to ensure that concepts are modelled to pupils using multiple representations.
Children are encouraged at all times to communicate their understanding of mathematics so that it clarifies their thoughts.
Children’s arithmetic skills are of great importance, with number bonds, multiplication facts and various strategies for calculation taught and practised at school with support sought from parents through homework activities.
The school follows a detailed calculation policy for addition, subtraction, multiplication and division. The policy ensures progression towards a written method for the four operations. There is a visual calculation policy to support learning in the classroom. This provides a visual representation of the school’s written and mental calculation policy. The visual and written calculation policies provide a range of different pictorial representations so that children experience a number of different learning strategies. This policy gives children the opportunity to solve calculations and problems in a number of different was as well as promoting children to use the most efficient method of calculation.
The impact of our mathematics curriculum is that children understand the relevance and importance of what they are learning in relation to real world concepts. Children know that maths is a vital life skill that they will rely on in many areas of their future daily life. Regardless of starting points, background or any other factors, we want children enjoy maths and be ambitious in what they want to achieve. Children are inquisitive about mathematical concepts and structures and want to know and remember more. We aim to make children resilient and confident to problem solve and preserve when things are difficult. Children are resourceful learners who work to independently select the most appropriate resources to help them, calling on the right knowledge and people to support them. We want children to remember what they learn and use it in the next steps of the learning, whether that be the next year at our school, as the move onto high school, or in the real world. We ensure that all children have access to high-quality feedback which, in turn, allows children to know what they need to do to improve. This promotes a reflective attitude in our children. We aim for our children to feel a sense of pride in their work; sharing a sense of achievement with their peers, teachers and families at any opportunity. In essence, we want to nurture mathematicians who are ready for a life involving maths.
Maths Curriculum Overview
The overviews below highlight what topics/strands are taught and when they are taught throughout the year. A more detailed version which includes step-by-step progression can be found using the link below.
Maths Scheme of Work
Key Mathematical Misconceptions
Parent Pocket Guides
We want to make sure that you have the tools necessary to support your child’s learning at home. We have put together ‘Parent Pocket Guides’ for the four operations (addition, subtraction, multiplication and division). These guides outline the learning process from EYFS all the way to Year 6. Use these guides to learn how we teach mathematics at Holgate.
KIRFs - Key Instant Recall Facts
Each half term, your child will have a fluency target to work on in school, called a KIRF (Key Instant Recall Facts). They will also be sent home by your child’s class teacher. The KIRFs consist of key facts that your child should aim to know automatically. By learning these facts fluently, your child will be well prepared to apply these skills when problem solving and reasoning in class. If you are unsure of which KIRF target your child is working on, please speak to their class teacher.
Pupil Voice in Mathematics
Here are a range of responses from children across all year groups when asked a variety of different questions about mathematics at school.