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Coton Church of England (Voluntary Controlled) Primary School

The key to learn, flourish and forgive

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Mathematics

At Coton C of E Primary School, we strive to ensure that our children are provided with the keys they need to unlock and become confident, fluent and curious mathematicians who make connections between their learning, who are resilient and who are aware of their personal strengths and areas of development. In order to support our children through our recovery curriculum, we have spent time developing our ‘Coton Curriculum’ for maths which reflects and addresses the needs of our children across mixed-age classes.

 

 

In order for our children to master key concepts and gain a deep understanding, confidence and competence in mathematics, we plan and teach using manageable small steps that are sequential and build on prior knowledge. To achieve this, we follow the robust Scheme of Learning available from White Rose. While we appreciate that the White Rose planning structures have been informed by world-class research and maths experts, teaching staff at Coton adapt the planning to suit the needs of the pupils in their class.  

https://whiterosemaths.com/resources

 

We dedicate one hour sessions to the teaching of mathematics which follows a consistent structure across the school. With arithmetic and multiplication tables underpinning many areas of mathematics, our curriculum at Coton aims to improve children’s rapid and accurate recall of essential number facts through sufficient, planned opportunities.

 

Each maths lesson that is taught allows the opportunity for embedding prior knowledge before the teaching of new concepts is modelled, practised and applied through a variety of Fluency, Reasoning and Problem Solving tasks. In addition, to ensure that our children understand that ‘maths is everywhere’, there is a strong commitment to linking our mathematical learning to real life concepts and other areas of the curriculum.

 

Where possible, children at Coton are exposed to different representations of new concepts (concrete, pictorial, abstract) to challenge their thinking and allow them to make connections between mathematical ideas.

 

We are firm believers that, for children to have mastered a concept, the learning needs to be embedded in their long term memory. Research has shown that regular and repetitive practise is invaluable in achieving this, thus, at Coton, we value the importance of regular opportunities for retrieval practise.

 

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