Mathematics at Amherst Primary School
At Amherst, we deliver an inclusive, challenging and engaging mathematics curriculum, enabling the children to be numerative, creative, independent and confident. We follow a mastery approach using the Bailiwick Curriculum and White Rose Learning to ensure a sequenced and progressive curriculum for all learners. The small-steps approach outlines the core skills and knowledge our children need as they progress through the primary phase.
We recognise that maths is integral to developing and enriching a child’s understanding of the world around them. A secure understanding of maths is vital in allowing children to develop real-life practical skills such as logical reasoning and abstract thinking. Our curriculum aims to ensure that our children master their understanding of maths at their age-related expectations. We aim to develop children who:
Number bonds and times table facts are at the heart of mathematical fluency and automaticity. Children in Key Stage 1 and 2 are taught daily Number Sense sessions of 10 - 15 minutes. Oral rehearsal and repeated practice are key components of achieving declarative fluency. In the Spring term, pupils in Key Stage 2 will be introduced to the Number Sense Times Table approach. This teaches pupils 36 core multiplicative facts essential for times table fluency. Times Table Rockstars sessions are also used to support rehearsing times table facts. All children in Key Stage 2 have a log-in to practise at home and school.
Daily Maths lessons from Reception to Year 6 use the small-steps approach outlined by White Rose Maths. These small steps carefully sequence and scaffold age-related learning, aligning with the Bailiwick curriculum's phases.
Mastery is an inclusive way of teaching. It emphasises that pupils can progress together through adaptive and responsive teaching and teaching strategies. All children can achieve this if given sufficient high-quality teaching and enough time. At Amherst, we understand that many of our children with Special Educational Needs require further support to access and understand their learning. Class teachers use their knowledge of the individuals in their class, alongside the expertise of the SENDCo, to ensure the needs of all learners are met throughout each maths lesson. Common approaches include targeted interventions, scaffolding, manipulatives to support a conceptual understanding and highly skilled questioning throughout the lesson.