Parochial C of E Primary School | Keppel Street, Ashton-under-Lyne, Lancashire OL6 6NN
Tel: 0161 3436070 Email: admin@pceps.co.uk Twitter: ParochialCofE


Proud member of the Forward as One Multi Academy Trust.
http://www.forwardasone.uk/

Growing Together in God

Maths at Parochial

An inclusive, inspirational school, preparing for the future;

living, learning and growing together in God.

 

Intent:

At Parochial CE Primary we value a maths curriculum that is creative, engaging and accessible to all, this is achieved through using the Inspire scheme, which support and build on previously acquired knowledge and skills. We aim to maximise the development of every child’s ability and academic achievement by not putting a ceiling upon what they can achieve.

Through the use of the concrete-pictorial-abstract (CPA) approach to teaching maths, we aim to deepen our children’s understanding of concepts, rather than teach them a set procedure to achieve the correct answer.


Implementation:

At Parochial we use the Inspire Maths scheme, this is an approach to teaching maths that was developed in Singapore and is based upon the influential Cockcroft Report, which is a research study on the teaching and learning of maths in England. The scheme provides a highly scaffolded work frame with problem solving at its heart.  It is built upon a focused, coherent and cumulative spiral curriculum that continuously builds upon itself; consolidating the children’s knowledge, enabling them to reach a deeper understanding. The scheme encourages extensive practice to develop fluency and mastery, so that every child - across all abilities - can succeed at maths.

Central to Inspire maths is the concrete-pictorial-abstract (CPA) approach, including bar modelling to support problem solving. These approaches help children to make connections to develop a deeper understanding.

So that children can get the most out of the Inspire approach to teaching, children do not sit in ability groups, instead they work in mixed ability pairs. This allows the weaker children to learn for the stronger children, whilst allowing the stronger children to deepen their understanding through explanation and reasoning. To supplement (or scaffold) children’s learning, teachers will also use a variety of resources from Nrich, NCTEM and White Rose.


Impact:

By the end of KS2, we aim for our children to have made at least expected progress and to be confident and fluent in the fundamentals of mathematics with a deeper understanding of what they are doing and why. We also aim for them to have the ability to recall and apply knowledge rapidly and accurately with a good level of confidence.