Mathematics

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.

Our Intent

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.

Mathematics Policy
Calculation Policy

Durham Schools TTRS Tournament Results

School position:
6th place out of 23 schools (number of correct answers as a school average).
8th place out of 23 schools (number of correct answers by pupils who have played).

First place class position at Dean Bank:
Y6 (average number of correct scores per pupil who has played).
Y6 (total number of correct scores as a class).

Class leaders (in order of highest to lowest scores)
Maja (Y6)
Patrik (Y4)
Alfie (Y5)
Harley (Y3)

Congratulations to all the children who have taken part and helped to boost our school to take 6th place!

Huge well done to our top 3 pupils (based on the number of correct scores):
Maja (Y6)
Patrik (Y4)
Owen (Y4)

Progression in place value

Place value is one of the most important areas of the primary maths curriculum so children in all year groups spend focused time on a variety of concepts related to this in order to underpin further learning in other areas of maths. The work shown in the photos highlights the range of skills taught and the progression across the school. Children use manipulatives and visual representations to develop their understanding in the early stages of maths and continue to use these where necessary to support and embed their learning.

Using concrete resources to compare objects and numbers in Y1.