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Oldfield Primary School

A community of proud and resilient children who are learning to take their place in the world.

Maths

The national curriculum for mathematics aims to ensure that all pupils:

  • become fluent in the fundamentals of mathematics;
  • reason mathematically and
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems.

 

At Oldfield, we want our pupils to experience these skills within maths lessons, and to build on these year on year. We want to make maths real through learning and experiences that remain with them for life, not just for the duration of a maths lesson. Our pupils should be able to use their mathematical skills and knowledge in all aspects of their lives, in a range of different contexts. We believe that mastery is not for the few but for all, and success should be enjoyed by each and every pupil, no matter what their age, background or ability level.

 

Implementation

To ensure consistency and progression, the school uses the Abacus maths scheme which focuses on:

  • children needing a robust understanding and secure foundation in maths to develop
  • progression ladders which ensure that every child can move on
  • professional control to be flexible when needed, yet also offering structure when required.

 

By making use of Abacus, teachers are expected to follow a clearly defined progression of lessons which focus on learning being repeated and built on each time that material is covered. However, teachers have the freedom to spend longer on any area which they believe need to be mastered fully by their pupils.

 

There is no expectation that Abacus is the only way to deliver mathematics for our pupils; rather, teachers can exercise their professional judgement based on the requirements of their own class and make use of their own background and experience to make the learning real and deep for their own pupils, whilst ensuring that they keep up with the Abacus overview, and are able to explain ‘Why This Lesson; Why Now?’

 

The majority of children will progress through the curriculum content at the same pace, having experienced formative assessment throughout each mathematical area that is taught. Teachers are expected to informally assess what pre-requisites are already known at the start of each unit through fun activities and problem solving tasks provided by Abacus, NRICH or their own tasks which will delve into pupils’ prior knowledge.

 

Each week, children enjoy a problem-solving lesson through STOPS (Sequenced Teaching of Problem Solving.) Children are presented with problems which encourage them to develop resilience. Teachers are encouraged to set up a culture in their class whereby the feeling of challenge is enjoyed as pupils know that they will make progress and that they will achieve success by working together to help solve challenging questions. Children are encouraged to lead discussions, based on valid strategies as well as misconceptions: pupils here understand that mistakes have value, too.

We have teamed up with Lifesavers, a unique programme which offers a whole-school approach to help embed financial education into the school curriculum. We also aim to set up a school savings club which will give children a practical experience of handling money, rather than the card-centred world that many of them live in today. Our aim is to work with the school community, to strengthen ties with parents, as well as using outside agencies such as credit agencies and local financial ambassadors to help our children learn about money.

Impact

Oldfield pupils are supported to develop a growth mindset in which all children will experience challenge and success. This is assessed through ongoing assessment which is tracked in pupils’ books, as well as half-termly and termly tests.