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Attendance
  • Bath 100%
  • Exeter 93.9%
  • Hertfordshire 99.6%
  • Kent 96.2%
  • Middlesex 97.1%
  • Plymouth 96.9%
  • Swansea 92.6%
  • Ulster 100%
  • York 97.7%

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Shenley

Primary School

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Mathematics

Subject Intent

All pupils are entitled to a Maths curriculum, enabling them to become skilled and independent mathematicians. At Shenley, we help all children develop the skills and processes necessary to use Maths as part of their everyday lives and, importantly, to make links with Maths and ‘The Bigger Picture’. Creating engaging Maths lessons, with skills that are taught in context, are at the route of our pedagogy. With clear meaning, Maths lessons at Shenley are relevant and practical, and support learners to make progress in the steps they need to become competent mathematicians. At the heart of our teaching, we want to develop children’s positive attitudes towards Maths, their confidence to talk ‘Maths’ and to support their development to become a confident mathematician.

 

Maths is taught using ‘Maths Essentials’ that have been developed by Herts for Learning. This scheme is clearly sequenced to ensure coherence and consistency. The planning helps teachers to support all learners through a ‘secure, deepen and keep up approach’ with an emphasis on the CPA approach (concrete – pictorial – abstract).  When teaching Mathematics at Shenley, we intend to provide a curriculum, which caters for the needs of all individuals. ‘Maths Essentials’ enables us to do this well. We incorporate sustained levels of challenge through varied and high quality activities, some called ‘destination questions’ with a focus on fluency, reasoning and problem solving. In all lessons, children are exposed to ‘Maths boxes’, which have a vast range of manipulatives for pupils use and these are used from Reception to Year 6 to encourage and support children with their fluency and confidence. Working walls provide, not only the week’s learning with scaffolds, but key vocabulary that is used and referred to with the Maths sequence being taught. Through mathematical talk, children will develop the ability to articulate, discuss and explain their thinking, and pupils are required to explore Maths in depth, using mathematical vocabulary to reason and explain their workings.

 

With a topic-based curriculum, we aim to make links across the wider curriculum in order to develop breadth and connections for children. In Maths, we intend to make links to many curriculum areas such as Science and Geography, encouraging children to explain and reason, just as they do in a discrete lesson.

 

We believe every child is a mathematician and this is at the centre of our intent.

National Curriculum Aims for Maths

The National Curriculum for Maths aims to ensure that all pupils:

· become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

· reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.

· can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Times Tables Rock Stars

At Shenley Primary School, we are always highly focused on improving pupils’ learning and progress. We use an initiative called Times Tables Rock Stars (TT Rock Stars) which inspires our pupils to practice their times tables by engaging through fun activities and games online.

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