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Maths

Intent

At Cheddar First School and Preschool, we deliver an ambitious and connected curriculum which is accessible for pupils from Preschool to Year 4. Every child will become fluent in the fundamentals of Mathematics, to be able to reason and solve problems. Our curriculum embraces National Curriculum aims and provides guidance to help pupils to become:

 

Visualisers – we use the CPA approach to help pupils understand mathematics and to make connections between different representations.

Describers – we place great emphasis on mathematical language and questioning so pupils can discuss the mathematics they are doing.

Experimenters – as well as being fluent mathematicians, we want pupils to love and learn more about mathematics.

 

By embracing these aims we ensure that every child is at the heart of their learning. This enables them to transfer their skills and knowledge into everyday life.

 

Implementation

Every class from Preschool to Y4 follows the White Rose scheme of learning. Lessons may be personalised to address the individual needs and requirements for a class but coverage is maintained. In order to further develop the children’s fluency, reasoning and problem-solving, we use mastery tasks which correlate to the White Rose lessons and further develop children’s understanding of a concept. Through our teaching we continuously monitor pupils’ progress against expected attainment for their age, making formative assessment notes in a DIRT book where appropriate and using these to inform our teaching. Summative assessments are completed at the end of each term; their results form discussions in termly Pupil Progress Meetings and update our summative school tracker on insight.

 

Catch up

  • DIRT tasks are completed in guided sessions to address misconceptions. These are done on a continuous basis.
  • Same day interventions for those highlighted in DIRT book assessment notes.
  • PIXL maths interventions identify key marginal children and close the gap between those achieving ARE and those not.
  • First class @ number to target pupil premium pupils and raise attainment.
  • Number ladders to address place value barriers arising in KS2.
  • Focused interventions led by TA’s following data and pupil progress meeting outcomes.
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