Our Maths Vision
At St Augustine’s our Vision is to foster positive attitudes, fascination and excitement in Maths and to develop a ‘can do’ attitude and resilience. We develop the children’s knowledge and understanding of how mathematics is used in the wider world by making rich and varied real life connections. We enable all children to achieve their fullest potential in Maths. We ensure every child will be revered and respected as part of our school family and loved and valued as one of God’s children.
Our Maths curriculum is ambitious for all and prepares children for later life. It is coherently planned using White Rose. It supports the learning of all children.
Our teachers are well trained and present subject matter clearly. They respond and adapt teaching their knowledge fluently to challenge or address misconceptions. Maths is related to real life situations.
Children have detailed knowledge in Maths and achieve very well in national tests. They speak positively about the subject and relish challenge.
At our school the children are provided with a rich and varied Maths curriculum. They are encouraged to use a wide range of equipment throughout their time here to support and consolidate their understanding of key mathematical concepts.
We support a Mastery approach that is intended to ensure key mathematical concepts are secure before moving on to new concepts. All children are challenged using a comprehensive problem solving and reasoning diet of maths. Reasoning is where children have to explain their understanding as to whether an answer is correct or not.
We use a wide range of resources, including White Rose, the government’s Maths initiative which has been devised by a range of maths experts. We also use other resources such as NRich and Oxford Owls to ensure the children are getting the best resources available and that the most and least able are both supported and challenged.
Children in Early Years and Class 2 have ‘Maths bears’. These bears play the role of posing questions to the children which the children have to answer. The children relish giving their answers to Milo and Mimi.
We also believe that the children’s Maths should be linked to the real world. The whole school takes part in a biennial Enterprise Week where each class is given a start up loan of £20 and is challenged to make it grow. This is an amazing week where maths skills come to the fore with measuring, calculating and working out prices. After the sale of goods, the children then have to pay back the loan, with interest, before enjoying their profits! There are even statistics to work out what the children choose to spend their profits on!
We also use our mathematical skills in other subjects. For example, we create timelines in History, collect data about weather in Geography and take measurements in Science.
In our ‘WOW’ weeks we also make use of our maths. When we arrived at school one Monday to find a giant’s footprint on the hall, the children were challenged with a number of mathematical tasks. They had to sort possible giant’s ears from measurement clues, calculate the size of the giant’s footprint and work out the capacity of different vessels to enable them to select which container was the best for the giant’s drink. It was great fun!
We hold ‘Maths games’ mornings and have an ‘Easter maths morning’ planned. These are opportunities for parents and grandparents to enjoy games and maths with their children. It is also an informal occasion to chat to teachers about maths and what they can do to support their child at home. Parents can also arrange to see the teacher at a different time if they need further support.
As part of our work for the NSPCC’s Number Day we dressed in Maths related clothing. We have some great TT Rockstars complete with guitars, lots of repeating patterns, football tops and some dominoes! We also enjoyed some of our Outdoor Maths. Year 1 went on a number hunt to find hidden numbers placed outside in some tricky places and then worked together to put them in order. Year 2 used the whole school environment to look for numbers and record them on post its. They were everywhere-in the staffroom, the office, outside and in the library. We then created a number line from masking tape which went right across the hall. We labelled the number line with 0 and 100 and then worked together to think how we could work out where numbers should go. We brainstormed ideas and decided that working out that the mid-point was 50 was a good plan. We then worked out what would be the mid-point between 0 and 50 and then 50 and 100. This made it much easier to estimate where numbers should go. We had to tweak the numbers a little as we worked our way through the collected numbers, but we were proud of what we had achieved. We found that we had to extend our number line into Early Years as we had some numbers over a 100 and there wasn’t enough room in the hall to fit up to 150!
Year 3 and 4 grouped and sorted objects using Venn and Carrol Diagrams outside. They were given a range of equipment including: hoops, chalk, clipboards, whiteboards and pens. They had to use these to plan and carry out their sorting activities. The children were tasked with thinking of categories which were suitable for the objects and materials we may find in our school grounds. Many of the children suggested that ‘man-made’ and ‘natural’, ‘rough’ and ‘smooth’ and ‘hard’ and ‘soft’ would be sensible categories (amongst others). All of the children were proud of their large-scale diagrams and worked hard to present their information carefully and accurately!
Class 1 completed a range of activities. We went on a maths hunt outside and looked for anything maths related, such as numbers on drain covers, shapes on trees and repeating patterns on equipment. Whilst outside, we also wrote numbers and drew shapes on the playground using chalk, counted in order by playing hopscotch and used resources like bean bags to count in 2s and 10s. We had a go at ordering everyone in the class by their height and were interested to find that it did not go in age order. We made a human number line where we were each given a number and had to find our correct space before the timer ran out.
Click here for our calculation policy.
Click here to read our Maths Vocabulary List.
Click here to view our Maths policy.
Click here to view our times tables policy.
Click here to read our Maths Mastery document.