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At Roebuck Academy we use a mastery approach to teaching mathematics. We do this through using our scheme of work, Inspire Maths. It is a whole-school primary maths programme that provides everything needed to support a mastery approach to teaching and learning mathematics, and meet the higher expectation of the 2014 National Curriculum.
Inspire maths is based on the leading Singapore Maths series My Pals are Here, used in 100% of Singapore’s state primary schools. It works by using accessible pupil textbooks to introduce concepts in a highly scaffolded way, enabling all children to develop critical thinking skills, make mathematical connections and become confident mathematicians.
At Roebuck we want our children to receive a high-quality mathematics education that ensures that ALL pupils are fluent in the fundamentals of mathematics, have the ability to reason mathematically and can apply their knowledge and understanding to solve problems. We also want them to have an appreciation of the power of mathematics and a sense of fun and curiosity about the subject.
It is one of only 2 schemes of work approved by the DfE and NCETM, Inspire Maths is a sustained and consistent scheme with a carefully designed spiral progression and an emphasis on a concrete- pictorial-abstract approach.
At Roebuck we have high expectations of every child and are committed to closing the attainment gap and ensuring that no child is left behind. As such our expectation is that the large majority of pupils will progress ‘through the programmes of study at broadly the same pace.’ Ofsted Handbook September 2015.
Using Inspire Maths we expect the following to be seen in a typical maths lesson.
· A narrow focus; with depth, variation and precise questioning and dialogue with pupils to assess conceptual and procedural knowledge
· Less direct whole class teaching and more of an emphasis on independent exploration and guided practice.
· Children working independently at times either using manipulatives or working through text books and practice books that are designed to build speed and fluency and to deepen their understanding with carefully designed procedural variations and problem solving challenges.
· More able children being challenged with complex, in-depth problem solving and investigative tasks encouraging them to think harder.
· Teachers and TAs targeting any children who requires more support, both during the lesson and in Rapid Intervention sessions held as soon as possible after the lesson.
· Children’s work will be marked in lessons where possible with adult support to correct misconceptions and next steps given to deepen and extend learning. Children are also encouraged to take ownership of the marking process and to self assess the next steps in their learning.
In children's maths books we expect:
· High presentation expectations
· Clear evidence of progression with more able children completing additional and more challenging tasks
· Where children have received additional adult support or rapid Interventions this will also be clearly indicated.
· Clear evidence of curriculum coverage.