Our Intent

Through our teaching of mathematics here at St Teresa’s, we intend to provide our children the opportunity to develop their mathematical fluency, while also providing the opportunity to develop critical and analytical thinkers within our school. We intend for our pupils to become better, more able problem solvers, who can remain resilient when challenged and who can think systematically and efficiently, across a wide variety of contexts across the curriculum, by the time they complete their primary education.

Our mathematical teaching and learning is based on a ‘mastery of maths‘ approach; mastering maths means pupils develop a deeper and longer-term understanding of the subject. Teaching for mastery enables a more developed  understanding to take place, that is more secure and can be readily applied and adapted at a later stage and allowing pupils to move on to more advanced material.

We aim to ensure that all pupils can: – 

– 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 persevere in seeking solutions.

Our approach 

In order to enable our children to meet these aims, the teaching and learning of mathematics within our school is supported by a well-thought out scheme, ‘Maths No Problem’ which is approved and endorsed by the DFE, NCETM and OFSTED. The idealogies and pedalogical practices originate from mathematically high performing Asian countries whereby inclusion is promoted within the classroom e.g. learning for lower achieving learners is well scaffolded when exploring and acquiring new understanding, while higher achieving learners are exposed to greater variation and challenge. The scheme is designed to explore mathematical teaching and learning at a slower pace, allowing for greater exploration, discussion, understanding and therefore progress to be achieved. The scheme develops children’s mathematical understanding using a CPA approach (Concrete, Pictorial, Abstract), allowing children to make use of concrete apparatus to explore their learning, demonstrate what they understand pictorially and relate their learning to difficult more abstract concepts. 

With the support of this scheme and other resources such as ‘White Rose’ and thoughtful lesson design, our pupils develop mathematical fluency, without having to resort to rote learning and rely upon the memorisation of methods and procedures to complete and solve problems. 

At St Teresa’s we believe in working with parents in order to support pupils in their learning of mathematics and therefore we run Maths focused workshops throughout the year as a way of bridging the gap between home and school, so that we support our parents in supporting our pupils. 

For children in Year 2-Year 6, we subscribe to an online multiplication programme called ‘Times Tables Rock Stars‘ that promotes a healthy level of competition amongst our pupils in learning their multiplication facts and as a way of ensuring they develop accurate rapid mental recall of their multiplication facts while having fun doing so. Additionally, we place a great emphasis on knowing and understanding multiplication facts, because they unlock the understanding of and ability to access many other key areas of mathematical learning such as division, fractions and area, to name but a few. 

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