What is our aim for children at Hanborough Manor?

- Become fluent in the fundamental of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

- Can solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios

- Can reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.

- Have an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately to be successful in mathematics

How do we teach Maths at Hanborough Manor?

Planning and structure

At Hanborough Manor CE Primary school we use planning and resources from the scheme Deepening Understanding. Alongside this, teachers follow the White Rose Maths Scheme of Learning to aid the sequencing of work.  Teachers will use the SOL, small steps sequencing, supporting materials and knowledge of the pupils to inform their weekly and daily lesson planning. 

Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. This ensures that children are able to focus for longer on each specific area of Maths and develop a more secure understanding over time. This approach is also designed to enable children to progress to a greater depth of understanding. Subsequent blocks continue to consolidate previous learning so that the children continually practise key skills and are able to recognise how different aspects of Maths are linked.

Lesson Design:

At the start of each lesson topics are revisited which gives pupils an opportunity to embed and build upon their previous knowledge. Here is the structure for each Maths lesson at Hanborough Manor:

• Counting
  • Recite a chose times table chanting it forwards and backwards
  • Using a counting stick with missing numbers
  • Short session on TT Rockstars
  • Lots of repetition, You say it, I say it
• Varied Fluency (Do it)
  • What it is/What it is not (conceptual variation)
  • Practise
  • Missing number questions
  • Deliberately chosen questions (procedural variation)
• Reasoning (Secure it)
  • Spot the mistake
  • Always, sometimes, never
  • Odd one out
  • Convince me/prove it/prove it with a picture
  • True or false
  • If I know…, I can work out…
  • Explain how you know
• Problem Solving (Deepen it)
  • Applying the maths to a problem
  • Problem solving activities
  • Word problems
  • All the possibilities
  • Working systematically
  • The answer is only the beginning
  • Applying other areas of maths
• Exit task
  • Applying the maths to a problem
  • High ceiling, low threshold question
  • Open ended question
  • All the possibilities  

What strategies do teachers use at Hanborough Manor? 

• Stem sentences including generalisations
• Use of my turn, your turn to encourage children to talk in sentences about mathematical concepts
• Explaining their mathematical thinking using precise mathematical vocabulary
• Procedural variation/conceptual variation
• Make links to other areas of maths or ‘real’ life situations.
• Small steps (don’t make new concepts too big)
• Making links between the concrete, pictorial and abstract – manipulatives should be temporary and should act as a scaffold
• Children to be exposed to a range of concrete, visual or conceptual representations
• Misconceptions – Learning from our mistakes
• Use assessment to inform you of what the children do and do not know
• Fluent recall of facts
• Well timed interventions

Teaching and Learning

We use our calculation policy, which is based on the White Rose Hub scheme of learning, to effectively teach children. This calculation policy makes use of the concrete, pictorial and abstract methodology which caters to all styles of learners and stages of learning. We teach using interactive resources as well as physical manipulatives to enable children to unlock new, difficult and abstract concepts and embed previous learning.  

Learning is from previous lessons and topics reviewed at the beginning of lessons to ensure knowledge is embedded. New learning is then carefully guided by the teacher to ensure all learners are supported and stretched. Independent tasks are planned using Bloom's taxonomy which supports as well as allows children to achieve greater depth, with more able children being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within the lesson as appropriate. Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts. Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up.