At Shade we want all of our children to be successful Mathematicians. We want the children to have a strong and secure Mathematical knowledge that will give them the resources they need to become confident Mathematicians.

We aim to support our children in developing a love for Maths and their own abilities to use it whenever it is needed. We understand the value of supporting children to become effective, resilient problem solvers, who recognise that there could be more than one method available to solve a problem.

We start this Maths work in our Early Years setting where we explore number, shape, space and measures, calculations and, using and applying within our continuous provision and through targeting specific adult led sessions, based on the White Rose Maths Scheme.

We continue to use the White Rose Maths Scheme throughout school, under the same broad headings as above, developing ever increasing mastery of Maths concepts through a variety of systematic and methodical approaches. Throughout their time at Shade, our children will develop their reasoning and problem solving and the appropriate vocabulary to explain their thinking.

To support and develop a secure Mathematician we use an approach in three parts. This starts with the ‘concrete’, for example, using plastic counting bears to represent an amount. This will then become ‘pictoral’, where we use a visual representation of the bears, before finally looking at the ‘abstract’ which often appears as a numerals. Sometimes this is referred to as the Concrete, Pictoral, Abstract approach (CPA) and some lessons may run all three methods alongside each other to support children’s different learning styles and developmental stage of their mastery.

There will be opportunities for to children to revisit themes throughout their time in school because of the way the scheme is written. We will make termly assessments using the assessments from White Rose maths alongside daily, teacher assessments and verbal feedback and understanding checks. We track children’s understanding of concepts and make use of interventions where necessary.

At the end of the year, alongside the assessments made, each child’s teacher will share information with the new teacher about pupil’s attainment and progress in readiness for the following school year.