What we say about Maths at Dean Bank Primary School
Riley – I enjoy using the objects to help me find my answers.
Libby – I like the challenges and being able to use maths outside of school.
Grace – I like having answers to recall.
At Dean Bank Primary School, we aim to inspire all children to reach their full academic potential and we believe that it is vital that a positive attitude towards mathematics is encouraged amongst all of our pupils in order to foster confidence and achievement in a skill that is essential in our society. We believe all children can achieve in mathematics, and teach for secure and deep understanding of mathematical concepts through manageable steps. We use mistakes and misconceptions as an essential part of learning and provide challenge through rich and sophisticated problems.
At our school, the majority of children will be taught the content from their year group only in order that they make genuine progress and avoid gaps in their understanding that provide barriers to learning as they move through education. They will spend time becoming true masters of content, applying and being creative with new knowledge in multiple ways. In mathematics this means ensuring a curriculum that is fully inclusive and aims for of all pupils to:
- become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- be able to solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios
- reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.
- have an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately to be successful in mathematics.
In addition to the National Curriculum for Mathematics, elements of the Mastery approach, in conjunction with White Rose Maths, are used as the basis for the teaching of maths across school. The decision to use this approach was based on the school’s need to further develop pupil’s problem-solving skills and reasoning. It is also recognised that a high proportion of pupils enter school with mathematical skills that are below and well below average. For this reason, the maths curriculum is also heavily focused on developing basic understanding of number, fluency of factual recall and fluency of mathematical procedures. It is also recognised that children have only a limited mathematical vocabulary and, because of this, its development is prioritised in the Early Years and across the school. Through mathematical talk, children will develop the ability to articulate, discuss and explain their thinking. Children are encouraged to spot patterns, make connections and use mathematical language to justify their views. We will provide the children with the necessary resources to allow all children to access the curriculum and encourage them to use this where appropriate to explain their thinking and reasoning.
Children are taught maths each day with a focus on developing their mathematical knowledge and problem-solving and reasoning skills. We also have additional sessions throughout the week to focus on developing fluency of understanding of the times tables that children are expected to know for their year group:
Year 2: 2x, 5x, 10x
Year 3: 3x, 4x, 8x
Year 4: 6x, 7x, 9x, 11x, 12x
Year 5: All x and ÷ facts (12×12)
Year 6: All x and ÷ facts (12×12)
To support and encourage pupils to learn their times tables, we use Times Tables Rock Stars as a motivational learning tool which children have access to in school and can also use at home. Class teachers will provide login details and further information to support children with this.
Long Term Plans
You can view our long term maths plans to see what is taught in each year group;
Maths in Action at Dean Bank
Maths Week England
Maths Week England took place from November 9th – 14th. Throughout the week, children took part in a variety of activities designed to encourage them to have a positive image of mathematics either by helping them to understand the importance of it in our lives or by seeing that maths can be fun. Some of these included maths golf; active maths; working as shape detectives; and exploring tangrams. Children also learnt about the significant role that maths plays in various jobs.
Children from Y2-Y6 took part in the Time Tables Rockstars Tournament throughout Maths Week England.
Congratulations to Y6 for ending the tournament at the top of the school leaderboard! All of the children who participated throughout the week worked really hard. Well done in particular to those who gained the highest scores in each class at the close of the tournament:
Y2 Owen 838
Y3 Alfie 2,353
Y4 Maja 5,595
Y5 Alitheia 5,111
Y6 Lucas 17,064
Maths is taught in a variety of ways across school. Where appropriate, we’re beginning to teach active maths lessons to help to improve children’s attitudes and attainment in maths, whilst also increasing levels of physical activity.
This helps to motivate all children, increase their interest in maths and encourage problem solving and communication skills between pupils.
We encourage the use of concrete resources across all year groups in maths.
We provide a range of objects or physical resources that children can handle and manipulate to aid their understanding of different maths concepts.
Some children in Y2 have been using the Base 10 equipment to help them add 2-digits and 1-digit. The resources help them to understand that ten ones are the same as one ten which supports them when crossing the ten with addition. They were really confident with this and some were able to move onto using this knowledge with a written method.
Each class has a working wall which is an interactive maths display used to support teaching and record progression in learning.
They highlight key mathematical language and show the main teaching points for specific blocks of learning.