At Orchard Primary Academy, we aim to create confident, well-rounded mathematicians and foster a love of learning and intellectual curiosity. Our key intentions are that children will be: fluent in the fundamentals of Mathematics; have strong conceptual understanding; know and use a range of procedures efficiently and confidently reason and problem solve.
At Orchard, we follow a mastery approach to the teaching and learning of Maths. Children are given opportunities to develop procedural and conceptual fluency across the Maths curriculum. All pupils will be taught to reason and problem-solve, which allows them to practise their social skills; learn to be reflective and the power of making mistakes and make sense of the world around them, using mathematical connections. Teachers follow a carefully sequenced curriculum, which builds on prior knowledge throughout the primary phrase.
See the curriculum overview for each year group below:
Our mastery approach is centred around the NCETM’s ‘5 Big Ideas’, with vocabulary development and understanding at the heart. Staff and children use sentence stems to support their oracy skills and scaffold whole class discussions, debates and create generalisations.
We strongly believe that all children have the ability to succeed in Maths and our approach to differentiation is based on enabling and extending pupils. Teachers at Orchard have access to, and use, Power Maths; White Rose schemes of work; NCETM materials; NRICH reasoning and problem-solving investigations; Times Table Rockstars and Learning by Questions.
The impact of teaching can be seen in our children’s Maths books; on displays around school; on class Twitter pages and by speaking to our pupils. As a school, we measure impact through learning walks, book looks, teacher/pupil voice and formative and summative assessments.
The subject leader reviews progress and attainment on a termly basis. Interventions, training and further support are provided, as required, following these reviews.
Orchard Primary Academy uses the Concrete, Pictorial, Abstract Approach (CPA) to teach mathematics. This is a highly effective approach to teaching that develops a deep and sustainable understanding of maths in pupils. Often referred to as the concrete, representational, abstract framework, CPA was developed by American psychologist Jerome Bruner. It is an essential technique within the Singapore method of teaching maths for mastery of concrete and pictorial methods alongside the abstract, regardless of age and ability, and this approach will be evident in planning, lessons, books and the classroom environment. Children will be encouraged to use a variety of concrete, pictorial and abstract methods to become fluent in areas of maths, solve problems and to support their reasoning. Examples can be found in our calculation policy.
From Year 1 onwards, all Maths lessons begin with a 'Fast 10'. The Fast 10 session is a 10 minute starter which focuses on key facts and skills. Children will independently complete a series of questions which focus on objectives they have previously learned in their current and earlier year groups. Once the children have had time to work on the questions, adults in the classroom will mark the questions with the class and discuss the relevant/most efficient methods and strategies. Where appropriate, children will be invited to share and model their working out.
The aim of the Fast 10 session is to support children in becoming confident, quick and efficient with key facts and skills. Efficiency and accuracy with these skills will support children in their main Maths lessons and across the curriculum.
Have a look at the Fast 10 progression document below:
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