White Rose Maths

As a school we have decided to follow White Rose Maths. The White Rose schemes of learning are designed to support a mastery approach to teaching and learning, as well as to support the aims and objectives of the National Curriculum.

The White Rose schemes have number at the heart and a lot of time is spent reinforcing number to build competency. It also provides opportunities to build reasoning and problem-solving into each lesson.

White Rose believes that all children, who are introduced to a concept, should have the opportunity to build on their abilities by following a concrete-pictorial-abstract approach.

Concrete – children should have the opportunity to use concrete objects to help them understand what they are doing.

Pictorial – alongside concrete objects, children should use pictorial representations. These representations can then be used to help reason and solve problems.

Abstract – both concrete and pictorial representations should support children’s understanding of abstract methods.

Tackling Tables & Tackling Add and Subtract

At Stanley Common, we understand the fluency and quick mental recall of mathematical facts is the basis of children being able to succeed in their maths lessons. We prioritise the practising of these skills using “Tackling Tables” and “Tackling Add and Subtract.”

Tackling Tables and Tackling Add and Subtract is used throughout the school to help children develop key number skills. It is an interactive, team game where children work in groups of 2 or three to test each other on multiplication and division or addition and subtraction facts. For both sets there are three different levels and children are baselined and tested to progress through the levels.

Tackling Timestables: Blue (1, 2, 5, 10), Green (3, 4, 8) and Red (all others).

Tackling Add & Subtract: Purple (number bonds, doubles and near doubles), Yellow (number bonds, multiples of 10 and addition of double and single digit), Orange (addition of two double-digit numbers and double-digit number bonds).

Tackling Timestables is used in year 2 and throughout KS2. Tackling Add and Subtract is used throughout KS1. It is also used as an intervention by adults to help fill the gaps in learning for pupils.

Children also have access to 'Tackling Tables Online' to use at home for furtehr practise.

Dreambox Maths

DreamBox Maths is an engaging and adaptive maths program that integrates curriculum and continuous formative assessment to personalise instruction, develop conceptual understanding, build critical skills, and improve achievement for every student, regardless of where they are in their learning journey.  All children from year 1 - year 6 have a login for Dreambox Maths. Dreambox Maths is used in school and at home for additional learning.

Stanley Common Progression Statement

At Stanley Common, we follow the order White Rose Maths and use the small steps to help us build up to age-related objectives. Maths classes are taught in ability groups. In KS2, maths is taught in mixed age group classes (year 3/4 in one session and year 5/6 in a separate session). During these maths lessons, the class teacher is aware of the different expectations of the different year groups (such as in Number and Place Value, Year 3: compare and order numbers up to 1,000 and Year 4: order and compare numbers beyond 1,000)

Although we follow the White Rose Maths progressive curriculum and use the ‘Small Steps’ to plan and support the sequencing of our own lessons, we recognise that due to the diverse needs of our pupils, including SEND, disadvantaged, EAL or gaps in their schooling, we may need to adjust the order of our curriculum within one National Curriculum year to ensure learning in maths can be successful. Any adjustments to the curriculum are discussed with the school leaders who will record, track and monitor these to ensure coverage of the whole curriculum.

For our pupils who have gaps in their learning and/or pupils who need to make rapid progress, interventions may be given in addition to everyday maths lessons. These interventions initially prioritise the concepts of Place Value and the Four Operations as these areas are vital in ensuring the entirety of the maths curriculum can be accessed and the skills and knowledge applied to other learning objectives.