Coldfair Green Primary School Mastery Approach to Mathematics
At Coldfair Green Primary School this is our definition of mastery, with regards to the teaching and learning of mathematics skills: 

Mastery is … “A focus on achieving a deeper understanding of fewer topics through problem solving, questioning and encouragement of deeper mathematical thinking.”  
We will know we have mastered a skill when we can


In the classroom


In the curriculum


Objects and pictures: Children use concrete manipulatives (objects) and pictorial representations (pictures), before moving to abstract symbols (numbers and signs). Language development: The way that children speak and write about mathematics has been shown to have an impact on their success. We use a carefully sequenced, structured approach to introduce and reinforce mathematical vocabulary. Every lesson includes opportunities for children to explain or justify their mathematical reasoning. Problem solving: Mathematical problem solving is at the heart of our approach – it is both how children learn maths, and the reason why they learn maths. By accumulating knowledge of mathematics concepts, children can develop and test their problem solving in every lesson. 

Coldfair Green Primary School Mathematics Policy
The document above explains our approach to teaching Mathematics at Coldfair Green. It explains our philosophy towards the learning and teaching of maths and links to our calculation policy. 

Coldfair Green Primary School Calculation Policy
The document above explains our approach to teaching Mathematics at Coldfair Green. It explains the methods we use at school to teach each type of calculation and will enable you to support your child with their homework, using methods that may be different to how you were taught at school yourself. 

Multiplication / Times Tables
We cannot stress enough how important times tables are to understanding maths. They underpin so many types of calculations the children need to be able to make and secure knowledge of the multiplication tables is essential. 

Mathematics National Curriculum
The Mathematics National Curriculum can be found by clicking on the link above in the title. This is the statutory content that we must teach in each year group by law. The level of challenge is significantly improved since September 2014 when the new curriculum was introduced. 

Key Stage One and Two Assessment in Mathematics
There are links here to the Key Stage One and Two Maths SATS papers that the children took in 2016 and 2017. These clearly demonstrate the high standards expected in maths. Key Stage One 2016 Mathematics Key Stage Two 2016 Mathematics Assessment in Mathematics in 2018 Key Stage One 

Homework
Maths homework is set every other week in Key Stage One and every week in Key Stage Two. In addition to this children are expected to learn their times tables each week as set by their class teacher. These are tested in a range of ways and in a random order. They are tested out of sequence to ensure children know the multiplication facts in any order and are not simply counting in multiples. Additional Maths booster sessions and support for Maths Homework if offered on a weekly basis for an hour after school at Maths Homework Club on a Monday night. This is a chance for your child to work in a small group or singly with teaching staff to support their progress in maths. 

56 and 56+ Club
Once the children are secure in their times tables knowledge they are able to audition for 56 Club. To become a member they need to be able to orally answer sixteen multiplication questions correctly in seventy seconds. They can then set themselves the challenge of becoming a member of 56+ Club. 56+ Club members have achieved their status by being able to answer orally a mixture of multiplication and division questions at speed, answering sixteen questions in seventy seconds. Our goal is for all Key Stage Two children to be members of 56 Club and for Upper Key Stage Two children, Years 5 and 6 to aspire to being members of 56+ Club. There are weekly opportunities for children to be assessed regarding their readiness to join. 

Learning Cafés
We hold regular Maths Learning cafés which will focus on a particular area of Mathematics. These are opportunities for family members to come into school and find out about how we teach specific areas of maths and to them work with their own children in classrooms to support them with that specific area of maths and help them get to grips with it. Feedback we have had from parents over the last two years suggests that this is found to be a useful experience that enables them to help children with their homework more effectively. The presentations given to parents can be accessed via the links below: Maths Café Addition and Subtraction Maths Café Place Value ‘Big Maths’ Maths Café 

Maths Café Feedback from Parents
“Very helpful, Many thanks! Learning Cafés are a brilliant idea and really help you to get involved with your children’s schoolwork.” SS “The workshop was really useful and I think I can use the information shared with my daughter. Thank you.” GC “Really informative and useful. Lots of tips to help my daughter with her maths.” CS “Great event. All clear now why R works things out the way she does and not the old fashioned way I do. Thank you.” DM. “It’s useful to know the methods being used in class. It’s so different to the methods I was taught – but I can see now that there are advantages – especially using tools / equipment to help them.” SK “The information you are given is helpful to help your children. Just a shame more parents don’t come.” CC 

Mathematics Pupil Perception Survey November 2017
The children have been survey to establish their perception of how hard maths is and how they feel about their maths lessons and learning. This is what we found out : 

If you would like any of the information on this website available on paper, please contact the office.