Throughout Elsecar Holy Trinity, we aim to equip the children with the mathematical skills and understanding that will be of use to them in everyday life. We aim for our children to:
- be confident and comfortable with numbers.
- become fluent in the fundamentals of maths including basic number.
- be able to reason (apply logical and critical thinking in order to work out the correct strategy to use, and as importantly, not to use)
- to be able to problem solve (finding a way to apply knowledge and skills to unfamiliar types of problems)
We have adopted a mastery approach to the teaching of mathematics, following the White Rose scheme of learning. This ensures that our children develop a deep and lasting understanding of mathematical concepts and procedures to help them in school and adult life. We want our children to show resilience and perseverance so that they are confident mathematicians who can demonstrate a deeper understanding of maths.
At Elsecar Holy Trinity, we teach mathematics through whole class teaching, differentiating the learning to meet the needs of the pupils, where appropriate. Children are encouraged to take control of their learning through working with learning partners and using language to explain their mathematical thinking to demonstrate their mastery of a maths concept.
The fundamentals of the mastery approach begin in the Early Years Foundation Stage. The White Rose Scheme of Learning is used to support teaching and learning. At this early stage of development, teaching and learning focuses on six key themes: cardinality, composition, comparison, measures, pattern and shape and space.
Cardinality relates to the children understanding one-to-one correspondence and grasping the amount that a number represents, including counting a selection of objects and understanding that the final number they say is the amount represented.
Composition relates to how numbers can be made, e.g. 5 can be made as 5 + 0, 4 + 1 or 3 + 2.
Comparison includes using key vocabulary such as most, least, more, less, fewer, same, double and half to compare two groups of objects or numbers.
Measures includes comparing the weight, length and size of objects and using different units of measurement.
Pattern includes noticing, making, copying, fixing and extending patterns.
Shape and space includes naming and recognising key shapes, understanding what happens when shapes move and combining shapes.
This is taught in a very practical way using lots of concrete materials to support learning and understanding. In the Early Years Foundation Stage, children are taught mathematics through short whole class sessions, small focussed group sessions and continuous provision.
Foundation Stage White Rose Scheme of Learning
In Key Stage 1 and 2, the White Rose Scheme of Maths is followed to ensure consistency and progression through the year groups. This also ensures coverage of the Nation Curriculum. To learn mathematics effectively, some things have to be learned before others, e.g. place value needs to be understood before working with addition and subtraction, addition needs to be learnt before looking at multiplication. Each class follows the yearly overview for the year group or groups they teach.
Our approach to the teaching of mathematics is through a clear structure of fluency and varied fluency, followed by the application of these skills to tackle a range of problem solving and reasoning tasks. Teachers provide explicit modelling of skills before moving onto guided practice and finally independent application. We believe that the development of problems solving and reasoning skills, such as working systematically, spotting patterns and working backwards, is essential so that children can confidently tackle problems and find solutions quickly and effectively. We also encourage children to explore alternative solutions and methods that could be used. Alongside this, we promote the use of talk so that children can articulate their thinking and demonstrate their understanding of key mathematical vocabulary.
Throughout school we use the CPA approach (Concrete Pictorial Abstract) to help children understand mathematical concepts and procedures. Children use concrete resources, such as Base ten blocks, counters, tens frames, to support their early understanding of concepts and procedures before moving onto pictorial representations. Children finally move onto abstract representations.
The mental recall of key mathematical facts (including times tables) is recognised as an essential part of the mathematics curriculum. At Elsecar, in order to support children with their recall, we complete Flashback 4 each day. This includes questions from the lesson before, the week before, the month before and the year before. These retrieval strategies that our children use are crucial in developing a long term, deep understanding of mathematics, number and different strategies.
Year Group Overviews
At Elsecar Holy Trinity Primary School, we aim for confident children who can talk about their maths, their learning and the links between the mathematical concepts. Children should be able to present different representations of mathematical concepts through different problems which they are solving.
At Elsecar we have adopted the White Rose calculation policy which has been developed by maths experts at the White Rose Hub. This is to ensure that the progression and strategies taught compliment the scheme of learning used. The policy sets out the calculation objectives taught in each year group and what strategies /methods should be taught at each stage.
Both formative assessment and summative assessments are used by teachers to inform teaching and learning in mathematics. During daily maths lessons, teachers ask questions, discuss learning with children and review work completed to assess progress and identify next steps for the class and where intervention is required. At the end of each block of learning from the White Rose Scheme, children sit an assessment to identify any gaps in learning, misconceptions and to inform teacher planning. At the end of each term, summative assessments (Rising Stars) are used with children from Year 1 to Year 6. Teachers use the outcome of these tests to inform next steps for their class and individual children. If children are in a SATs year group they will sit previous years SATs papers.
When it comes to times tables, speed AND accuracy are important – the more facts your child remembers, the easier it is for them to do harder calculations.
Times Table Rock Stars is a fun and challenging programme designed to help students master the times tables!
Age related expectations
- Count in multiples of 2s, 5s and 10s
- Count in steps of 2, 3, and 5 from 0, and in 10s from any number, forward and backward
- Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables
- Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables
- Recall multiplication and division facts for multiplication tables up to 12 × 12
Year 5 & 6: Build on their knowledge of multiplication and division facts (12 x12) e.g. prime numbers, factors, square numbers, multiplying and dividing decimals and multiplying and dividing by fractions.
We recommend children in key stage one (Classes 2 to 4) focus on playing in ‘Garage’ and ‘Rock Arena’ mode to build their accuracy and confidence initially. These game modes focus on the multiplication facts and related division facts set by the teacher only. This means children will not be put off by being faced with multiplication facts they are not yet ready to answer (e.g. 8 x 7= 81 ÷ 9 = ).
Once children move into key stage 2 (classes 5-9), children will be encouraged to play in studio mode (in addition to the garage, soundcheck and festival mode) to gain a rock status. Moving up through the rock statuses will be celebrated in school.
Garage -Single player
The questions will only come from the times tables the teacher has set. It will include multiplication and division questions. As pupils start to answer questions, TT Rock Stars works out which facts they take longer on and will give them more of these questions to answer. The Garage is best for getting quicker at a few facts. Players get 10 coins per question they answer correctly.
Studio – Single player
The questions in the Studio can be anything from 1×1 up to 12×12. TT Rock Stars calculates the average (mean) response time from their last 10 games in the Studio and translates that time into a Rock Status. If you don’t play in the Studio you don’t get a Rock Status. Players earn 1 coin per question and the Studio is the place for them to set their best time across all the tables.
Soundcheck – Single player
When you play Soundcheck, you get 25 questions with a 6-second time limit. The questions are multiplication only and evenly weighted in terms of difficulty each time you play. Players earn 5 coins per correct answer.
Rock Arena – Multi player
The Arena allows players to compete against all other members of their Band (class). A new Arena game starts every 15 seconds and once the clock starts they race to answer more questions than the others. In the Arena, questions will only come from the times tables the teacher has set for the week, similar to the Garage. They earn 1 coin per correct answer.
Rock Festival – Multi player
The Rock Festival games are open to players from around the world. Like the Arena, there is no limit to the number of players who can join a game; however, unlike the Arena, questions are selected at random from 1×1 to 12×12. Pupils might choose the Rock Festival if they wanted to compete against others not in their Band (class). They earn 1 coin per correct answer.
If you click on your avatar icon in the top right of the screen and then click My Stats, a heatmap like the one below will load. It shows how successful your child is at each of the facts.
National Multiplication Tables Check
The multiplication tables check (MTC) is mandatory for all pupils at the end of year 4.
The purpose of the check is to determine whether pupils can fluently recall their times tables up to 12, which is essential for future success in mathematics. It will also help your child’s school to identify pupils who may need additional support.
The Multiplication Tables Check is an on-screen check consisting of 25 times tables questions. Your child will answer 3 practice questions before moving on to the official check, and will then have 6 seconds to answer each question. On average, the check should take no longer than 5 minutes to complete.
The school will administer the multiplication tables check within a 3-week period in June.