Maths

Intent

Implementation

Impact

At Great Sankey Primary School, we recognise that children often find mathematics difficult because it is abstract. We have designed our curriculum to allow children to learn new ideas and build on their existing knowledge by introducing abstract concepts in a more familiar and tangible way. At the very heart of this is our adoption of the concrete, pictorial, abstract approach, which works as follows:

Concrete is the ‘doing’ stage, using concrete objects to solve problems. It brings concepts to life by allowing children to handle physical objects themselves.

Pictorial is the ‘seeing’ stage, using representations of the objects involved in maths problems. This stage encourages children to make a mental connection between the physical object and abstract levels of understanding.

Abstract is the 'symbolic' stage, where children are able to use abstract symbols to model and solve maths problems.

We firmly believe that by designing our mathematics curriculum in such a manner we are ensuring our teaching is inclusive for pupils of all abilities and allows our children to engage with and make sense of new learning in a hands on and practical manner. Too often children are left with a surface understanding of abstract mathematcial concepts. Our curriculum allows children to see those concepts for themselves and develop a deep and lasting understanding.

Here at Great Sankey Primary School we are in the process of implementing a mastery approach to our mathematics curriculum. Using the White Rose small steps document as a starting point, our teachers carefully plan and deliver a series of lessons which allow children to build a solid conceptual understanding of each mathematical strand. Once this has been firmly established, we then expose children to problem solving and reasoning activities which require children to apply their knowledge and understanding in a meaningful way.

This whole approach is designed to develop resilient, efficient and logical learners who thrive on tackling problems and applying their knowledge and skills in a range of contexts. We passionately believe that no child should be left behind in their learning and believe that this approach gives children the time and opportunity to fully master a particular mathematical concept. We take pride in developing independent learners who are able to access concrete resources and deploy a range of strategies when attempting to grasp a new mathematical concept.

Through the precise designing of pupil activities and practise questions our staff ensure all our children are suitably challenged. Rather than repeating the same mathematical concept in the same context lesson after lesson we continually strive to develop tasks and activities where the thinking process is practised with increasing creativity. The arrangements of these tasks and activities draw children's attention to patterns, structure and mathematical relationships; thus providing 'intelligent practice' and the opportunity to deepen conceptual understanding.   

The careful sequencing of lessons is paramount to everything we do and crucial in allowing children to develop a comprehensive understanding of new mathematical concepts. Using the White Rose small steps documents staff are able to plan and deliver units of work which allow children to build on their prior knowledge and further their conceptual understanding of mathematical concepts. 

The impact of our learning process for mathematics is clear to see when setting foot inside our classrooms. Here at Great Sankey Primary School we are developing fluent, independent and resilient learners. Rather than simply 'teaching to the test' and providing children with the mere basics in mathematics we take the time to deepen children's conceptual understanding and give them the opportunity to apply their learning in real life contexts.

The philosophy that no child is ever left behind in their learning runs throughout our school. By using the White Rose small steps documents staff are able to go back and unpick children's misconceptions of a mathematical concept allowing all children to remain on track with their learning.

All of our mathematics lessons begin with retrieval activities, giving the children opportunities to revisit prior learning and ensuring that the foundations upon which new learning will be built remain firmly in place. We ardently believe that learning is for life and our curriculum ensures the skills and knowledge that will be essential for children in the real world are firmly embedded.  

When speaking to our children it is clear that they feel the concrete, pictorial, abstract approach gives them the time and confidence to fully grasp and apply new mathematical concepts. Children are now much more willing and able to tackle higher level problem solving and reasoning questions. 

Our curriculum gives children the knowledge, skills and, perhaps most importantly, the belief that all concepts can be understood, all problems can be solved and all of our potentials can be fulfilled. 

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