In Nursery we follow the Little Big Maths programme. Little Big Maths is a systematic and structured programme for ensuring that all children develop firm foundations in numeracy and ensures there is progression within the context of the child’s play. Progress is broken down into small steps to ensure learning makes sense and builds on previous experiences. By making maths fun and part of our daily life we hope to encourage children to enjoy maths and understand its relevance.
At SPSL in years Reception to year 2 we are using the Mathematics Mastery curriculum. The Mathematics Mastery curriculum has been developed to ensure every child can achieve excellence in mathematics. It provides pupils with a deep understanding of the subject through a concrete, pictorial and abstract approach. This ensures pupils fully understand what they are learning.
Maths in Key Stage 2
At SPSL in years 3-6 we are using the White Rose materials to plan our Maths curriculum. The White Rose approach gives children to the opportunity to develop their fluency in different aspects of Maths before moving onto reasoning and problem solving. Like the Mastery programme, we use a concrete, pictorial, abstract approach so that pupils understand what they are doing rather than just learning to repeat routines without grasping what is happening.
By 2019, Year 3 will be part of the Maths Mastery curriculum and by 2022, all year groups will be part of the Maths Mastery curriculum.
Key features of our Maths Mastery curriculum:
- High expectations for every child
- Fewer topics, greater depth
- Number sense and place value come first
- Research -based curriculum
- Objects and pictures always before numbers and letters
- Problem solving is central
- Calculate with confidence – understand why it works
Mathematics Mastery places emphasis on the cumulative mastery of essential knowledge and skills in mathematics. It embeds a deeper understanding of maths by utilising a concrete, pictorial, abstract approach so that pupils understand what they are doing rather than just learning to repeat routines without grasping what is happening.
Tracking Pupil Progress
In Mathematics Mastery assessment is continuous. From the beginning of every lesson, teachers and teaching assistants will be assessing what their pupils are, or are not understanding and use this to scaffold each segment of the lesson. Interventions will be both planned for and ‘live’, meaning that misconceptions are dealt with immediately and high attaining pupils are challenged appropriately.