Mathematics
Mathematics at Ashleworth Church of England Primary School
At Ashleworth School, we believe that every child can thrive in Maths when learning is purposeful, practical, and engaging. Our whole-school approach is built around the White Rose Maths scheme, which provides a consistent, well-structured curriculum from Reception through to Year 6.
We are continuously developing the mindsets of both pupils and staff within mathematics to build resilient, well rounded, motivated and successful mathematicians. Through high quality first teaching and expectations, reactive practice and collaborative learning and support, all of our children at Ashleworth School are given every opportunity to develop both procedural and declarative knowledge.
Mathematics at Ashleworth prepares our pupils for their future lives by supporting them to develop key skills through the use of a broad, interactive and high quality maths curriculum that makes links to the real world. We foster positive, ‘can-do’ attitudes that inspire a high level of enjoyment of the subject. Our high quality first teaching ensures that mastery is a focus, showing a secure and deep understanding of mathematical concepts through sequential and manageable steps. All pupils at Ashleworth School will spend time becoming true masters of content, applying and being creative with new knowledge in multiple ways.
On this page, you’ll find the White Rose overviews and a range of resources to help you support your child’s mathematical journey at home.
We follow a ‘Do it, Secure it, Deepen it’ model to deepen understanding and build resilience. Lessons begin with fluency and arithmetic practice (‘Do it’), then move into reasoning and variation (‘Secure it’), before culminating in rich problem-solving tasks (‘Deepen it’). This carefully scaffolded approach ensures that all children are supported to access challenge and develop confidence in their mathematical thinking.
“Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.”
(The New national curriculum in England framework document, July 2013)
The National Curriculum for mathematics aims to ensure that all children:
Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that children have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately.
Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
At Ashleworth School we want all children to be able to see mathematics as an interconnected subject and be able to make connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. We want our children to apply their mathematical knowledge to all other subjects where applicable.
The expectation in the National Curriculum is that the majority of children will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of children’s’ understanding and their readiness to progress to the next stage. Children who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including, through additional practice, before moving on.
Our latest Mathematics - Intent, Implementation and Impact document can be found here.
Please see below a list of websites that we encourage children and families to use:
http://resources.collins.co.uk/Wesbite%20images/TTSimulator/#/ - This is an ‘online times tables test’, this will improve your child’s recall of their times tables.
https://www.topmarks.co.uk/Search.aspx?Subject=16 – Top Marks is an excellent website which covers all topics in Maths. It includes a lot of games for the children to play, so they do enjoy learning through play! My favourite game on here is ‘Tommy’s Trek’.
https://mathsframe.co.uk/en/resources/category/22/most-popular - Maths frame is a great website offering Maths games to support your child’s understanding of the four operations (multiplication, division, subtraction and addition).
https://nrich.maths.org/10334 - NRICH is a fantastic resource which offers problem solving games and challenges.
https://www.sats-papers.co.uk/ks2-sats-papers/ - For Y6 parents: Please see practice SATS papers online.
Family Maths Toolkit – https://www.familymathstoolkit.org.uk/activities-for-children (“The Family Maths Toolkit is full of ideas to help parents, families and children aged 13 and under enjoy everyday maths activities together.”)
Any questions about Maths, and more information on White Rose Hub, please visit: https://whiterosemaths.com/ or get in contact with either school to speak to the Maths subject lead - Mr Davies.
Maths in the Classroom
