The school uses a comprehensive list of objectives to plan and deliver lessons emphasising using and applying maths in everyday life. Effective Maths lessons are well-paced, engaging and active. Teachers monitor and evaluate pupil's progress rigorously to ensure each pupil reaches their individual potential. Problem-solving is a vital skill in Maths, and we like to encourage pupils to use what we do know to find out what we don’t know.

Our goal is to ensure that every pupil leaving Flamstead Village School has a solid grounding in Maths. As a result, mental maths is a high priority in this school and this, coupled with modelling and teaching of mathematical language, underpins success for all. Pupils are expected to practise essential maths skills at home (e.g. times tables, telling the time, working with money, halving and doubling and number bonds).

'TT Rock Stars’ and 'NumBots' are fun and challenging platforms designed to help pupils master key number facts and times tables. All pupils from EYFS to Year 6, have individual login details. Pupils can play at home, as well as school.

Please see your child's teacher if you need these details to be re-issued. 

To play, visit:

Numbots - EYFS-Y2

TT Rock Stars - Y2-Y6

Intent

At Flamstead Village School, we believe that a high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. We strive to deliver a curriculum which encourages pupils to be efficient, resilient problem-solvers, able to apply their mathematical skills to any real life context they encounter after leaving primary school. Pupils will have the logical thinking skills to break problems in a wide range of contexts into manageable steps and develop knowledge that will open doors for them to select whichever future path they choose. We will develop pupils' understanding with the following essential characteristics:

• To provide a hands-on approach to Mathematics, allowing pupils to demonstrate their knowledge in a variety of different forms through concrete objects, pictorial representations and abstract learning.
• To become fluent in the fundamentals of mathematics, including through varied and frequent practise with increasingly complex problems, in order to apply knowledge accurately.
• To reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
• To solve problems by applying their mathematics to a variety of problems with increasing fluency, mathematical reasoning and competence by breaking down problems into a series of simpler steps and persevering in seeking solutions.

Implementation

We maintain strong links to the National Curriculum guidelines with an approach that is designed to develop pupils' knowledge and understanding of mathematical concepts from Early Years through to the end of Year 6.

• In school, we follow the National Curriculum and use Herts Essential Maths as a guide to support teachers with their planning and assessment of daily maths lessons.
• Within each new topic, key vocabulary is introduced and revisited regularly to develop language acquisition and embedding as the topic progresses.
• Pupils are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts through individual, partner and group tasks.
• We incorporate the CPA (concrete, pictorial and abstract) approach through learning using objects, pictures, words and numbers to help pupils explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding at all levels.
• Pupils move through the different stages of their learning at their own pace and are encouraged to be courageous, resilient and imaginative in their learning.
• We incorporate The Learning Pit into all learning to allow for the connection of using past learning and resources to assist in the understanding of new concepts, especially when finding a concept tricky.
• Pupils who have shown their understanding at a deep level within the unit will have opportunities to apply these skills in greater depth activities. This should be challenging and ensure that pupils are using more than just one skill to be able to answer the mathematical problems.
• Reasoning and problem-solving are integral to the activities pupils are given to develop their mathematical thinking.
• Resources are readily available to assist in the demonstration of securing the understanding of a concept of various skills appropriate for each year group.
• Pupils with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support as necessary.
• For those pupils who are working outside the year group curriculum, individual learning activities are provided to ensure their progress.

Impact

• Pupils will have a creative and ambitious mathematics curriculum, rich in skills and knowledge, which ignites curiosity and prepares them well for everyday life and future careers.
• Pupils will have the opportunity to become fluent in the fundamentals of Mathematics, through varied and frequent practice with increasingly complex problems over time.
• Pupils will be able to reason mathematically by following a line of enquiry, develop their own arguments and justify this using mathematical language.
• They will have the skills to solve problems by applying their mathematics to a variety of everyday problems with increasing sophistication.