In line with the 2014 National Curriculum, children are given daily opportunities to develop their mathematical fluency, problem solving and reasoning.
Supported by White Rose Maths, our teachers use a mastery approach for maths teaching. By using concrete, pictorial and abstract methods, children are able build on previous learning and deepen their understanding.
Teachers track progress daily and plan opportunities for fluency, reasoning and problem solving, as well as opportunities to support and consolidate. This ensures progress is rapid and that key knowledge is reinforced, allowing our children to develop the skills they need to become confident and competent mathematicians.
How we teach Maths at Cromer Junior School
We want our students to be competent and confident in written arithmetic.
We want our children to have the mental agility to recognise there are many solutions to a problem, yet, they are able to choose the most efficient method.
We want to prepare our children for the mathematics they will encounter in everyday life.
We want to foster a love for mathematics in our children.
At Cromer Junior School, we recognise that children’s mathematical abilities are not fixed and can be developed through support, hard work and dedication.
Our curriculum focuses on the three aims of the National Curriculum: fluency, reasoning and problem solving. Supported by White Rose Maths, we provide children with opportunities to learn through Concrete, Pictorial and Abstract methods. By adopting such methods, children are encouraged to make links between this interconnected subject and to deepen their understanding by moving fluently through the different representations of mathematical ideas. Thus developing a Maths Mastery approach.
Our maths lessons are consistent across the school. Our daily lessons start with a recap of previously taught maths concepts through questioning or a mix of written and mental calculation starters. This is to ensure key learning is revisited regularly and remains at the forefront of children’s minds. Every mathematical concept, for each year group, is broken down into small steps. Teachers use the resources from White Rose Maths, adding to or adapting to meet the needs of their students, to deliver each small step. Learning is regularly checked throughout the lesson through a series of mini-plenaries: these give time for teachers to address misconceptions and to go through answers which children mark themselves (in a green pen). At the end of each unit of work, teachers assess the children to identify areas for intervention for individual children. Our experienced teaching assistants, under the direction of the teacher, deliver these discreet interventions shortly after the end of the topic.
At Cromer Junior School, we recognise the importance of Maths in our everyday lives and appreciate the relationships and patterns between number and space. Every term, our children are set a ‘Chocolate Challenge’ through which pupils are set nine problems focusing on patterns, logical thinking and creative thinking. These challenges are displayed around school as well as printed into booklets and can be completed at home or in school. Our pupils are encouraged to complete six out of the nine challenges and are rewarded with a bar of chocolate.
To support our teaching in school, TTRockstars is used to supplement our times tables teaching. We celebrate the success of our children’s online learning in our Best Effort Assembly, where we present awards for individual and whole class achievements.