{"id":3295,"date":"2019-11-04T11:26:01","date_gmt":"2019-11-04T11:26:01","guid":{"rendered":"https:\/\/www.hartelwickfederation.org.uk\/elwick\/?page_id=3295"},"modified":"2026-03-18T14:35:52","modified_gmt":"2026-03-18T14:35:52","slug":"maths","status":"publish","type":"page","link":"https:\/\/www.hartelwickfederation.org.uk\/elwick\/maths\/","title":{"rendered":"Mathematics"},"content":{"rendered":"\n
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School Vision<\/h3>\n\n\n\n

To give all the opportunity to be who God created them to be and have fullness of life<\/p>\n\n\n\n

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Our Maths Vision<\/h3>\n\n\n\n

To ensure children leave school with a well-rounded understanding of mathematics, be confident in their understanding of mathematical vocabulary and the ability to apply their knowledge and skills of mathematics across the curriculum and wider world.<\/em><\/p>\n\n\n\n

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We are proud to use the \u2018Singapore approach\u2019 to Mathematics at St. Peter’s Elwick CofE Primary School by following the Maths \u2013 No Problem!<\/strong> programme. We strive to ensure our pupils have a deep understanding of mathematical concepts. Below, you can find out what we cover in each year group.<\/p>\n\n\n\n

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Maths \u2014 No Problem!<\/h3>\n\n\n\n

Maths \u2014 No Problem!<\/strong> is a comprehensive series that adopts a spiral design with carefully built-up mathematical concepts and processes adapted from the maths mastery approaches used in Singapore. The Concrete-Pictorial-Abstract (C-P-A) approach forms an integral part of the learning process through the materials developed for this series. Maths \u2014 No Problem!<\/strong> incorporates the use of concrete aids and manipulatives, problem-solving and group work.<\/p>\n\n\n\n

Every child can master an understanding and love of maths with the right kind of teaching and support. Based on the world\u2019s best pedagogical ideas, every Maths \u2014 No Problem!<\/strong> resource uses proven teaching methods to develop a deeper understanding of maths in all learners.<\/p>\n\n\n\n

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What do our lessons look like?<\/strong><\/p>\n\n\n\n

The use of practical resources, pictorial representations, and recording takes place in every lesson with opportunities for journaling taking place almost as regularly. Children in all year groups have a maths journal and are provided with opportunities to record or reflect at different points in each lesson. We not only want our children to know how something is done but why with reasoning and problem-solving part of our daily routine.  <\/p>\n\n\n\n

We want our children to have a deep understanding of concepts by recording their learning in their own words.  Maths \u2013 No Problem! Gives children the opportunity to build on their knowledge year-on-year as they progress on their mathematical journey through the school.<\/p>\n\n\n\n

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Useful Documentation<\/h4>\n\n\n\n

Calculation Policy<\/p>\n\n\n\n

https:\/\/prod-mnp-hub-public.s3-eu-west-1.amazonaws.com\/downloads\/calculation-policy.pdf<\/em><\/a><\/p>\n\n\n\n

Vocabulary List<\/p>\n\n\n\n

https:\/\/prod-mnp-hub-public.s3-eu-west-1.amazonaws.com\/downloads\/maths-vocabulary.pdf<\/em><\/a><\/p>\n\n\n\n

Reception Term 1<\/p>\n\n\n\n

https:\/\/prod-mnp-hub-public.s3-eu-west-1.amazonaws.com\/reception\/term-1-guidance-overview.pdf<\/em><\/a><\/p>\n\n\n\n

Reception Term 2<\/p>\n\n\n\n

https:\/\/hub.mathsnoproblem.com\/teacher-guides\/england-new-edition\/reception\/term-2<\/em><\/a><\/p>\n\n\n\n

Reception Term 3<\/p>\n\n\n\n

https:\/\/hub.mathsnoproblem.com\/teacher-guides\/england-new-edition\/reception\/term-3<\/em><\/a><\/p>\n\n\n\n

Year 1 Scheme of Work<\/p>\n\n\n\n

https:\/\/prod-mnp-hub-public.s3-eu-west-1.amazonaws.com\/downloads\/year-1-scheme-of-work.pdf<\/em><\/a><\/p>\n\n\n\n

Year 2 Scheme of Work<\/p>\n\n\n\n

https:\/\/prod-mnp-hub-public.s3-eu-west-1.amazonaws.com\/downloads\/year-2-scheme-of-work.pdf<\/em><\/a><\/p>\n\n\n\n

Year 3 Scheme of Work<\/p>\n\n\n\n

https:\/\/prod-mnp-hub-public.s3-eu-west-1.amazonaws.com\/downloads\/year-3-scheme-of-work.pdf<\/em><\/a><\/p>\n\n\n\n

Year 4 Scheme of Work<\/p>\n\n\n\n

https:\/\/prod-mnp-hub-public.s3-eu-west-1.amazonaws.com\/downloads\/year-4-scheme-of-work.pdf<\/em><\/a><\/p>\n\n\n\n

Year 5 Scheme of Work<\/p>\n\n\n\n

https:\/\/prod-mnp-hub-public.s3-eu-west-1.amazonaws.com\/downloads\/year-5-scheme-of-work.pdf<\/em><\/a><\/p>\n\n\n\n

Year 6 Scheme of Work<\/p>\n\n\n\n

https:\/\/prod-mnp-hub-public.s3-eu-west-1.amazonaws.com\/downloads\/year-6-scheme-of-work.pdf<\/em><\/a><\/p>\n\n\n\n

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Intervention<\/h4>\n\n\n\n

We ensure any child who need additional, same day maths support receives is. We strive to ensure that all children are ready to access their next lesson through targeted support and teaching. This enables all children to succeed.<\/p>\n\n\n\n

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Parents<\/h4>\n\n\n\n

This useful link below has a range of parental videos to support your understanding of Maths \u2013 No Problem! and the key fundamentals of the programme.<\/p>\n\n\n\n

https:\/\/mathsnoproblem.com\/en\/parent-videos<\/em><\/a><\/p>\n\n\n\n

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Concrete, Pictorial and Abstract Explained<\/h4>\n\n\n\n

We strive to teach our children through the concrete, pictorial and abstract method. This allows learners to work with concrete resources and develop their understanding before moving onto pictorial form before being ready to use abstract concepts.<\/p>\n\n\n\n

https:\/\/www.theschoolrun.com\/what-is-the-concrete-pictorial-abstract-approach-in-maths<\/em><\/a><\/p>\n\n\n\n

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Children who grasp concepts quickly and can efficiently use the taught methods are given the opportunity to deepen their learning of age appropriate objectives through extensions and deepening reasoning and problem-solving activities. This ensures all of our children continue to develop in their learning and continue to make progress. <\/p>\n\n\n\n

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Rockstar Maths<\/h4>\n\n\n
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Our children all have access to Rockstar Maths. They have personalised targets within the programme and can access it at home as well as school. Within school, children from Y2 \u2013 Y6 have a dedicated time to use the programme and develop their times table knowledge as well as within lessons. Y1 start to use the programme in the Summer Term. <\/p>\n\n\n\n

We celebrate our times table achievements within assemblies and have a \u2018Rockstar Maths\u2019 display in the hall that celebrates the achievements of each class within school. We all aim to be a Rock Hero before we leave in Year 6. Some of us are good we manage it a lot earlier! <\/p>\n\n\n\n

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Number Sense Maths<\/h4>\n\n\n\n

As part of our maths curriculum with school, we have adopted the programme \u2018Number Sense\u2019. It focuses on developing confidence and flexibility with number and fluency in addition and subtraction facts.<\/p>\n\n\n\n

It is a structured and well-planned progression of skills and clarity of effective pedagogical approaches such as key representation and manipulates, oral rehearsal, repetitive practice etc. It provides a clear and precise progression in mathematical skills from Nursery through to Y2 linked to key mathematical concepts such as subitising, cardinality, ordinality, counting, composition, comparison and addition and subtraction number facts. It enables a clear, effective pedagogical approach, precise representations and manipulates and daily practice and also through the use of the \u2018Learning Trajectories\u2019 which will provide a natural developmental progression in mathematical learning from birth.<\/p>\n\n\n\n

EYFS complete the programme daily as their mathematical focus. Y1\/2 have adopted it within their lessons to support their Fluency and Flexibility sessions.<\/p>\n\n\n\n

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Times Tables Fluency<\/h4>\n\n\n\n

As part of our maths curriculum within school, we have adopted the programme \u2018Times Table Fluency\u2019. It focuses on developing fluency in times tables and begins in Y3 and follows through to Y4. It is a structured and well-planned progression of times table knowledge that works to prepare children to meet the National Curriculum objective of knowing all times tables up to 12\u00d712 by the end of Y4. It is underpinned by 10 key principles.<\/p>\n\n\n\n

Principle 1<\/strong><\/p>\n\n\n\n

The automatic retrieval of basic maths facts is critical to solving complex maths problems.<\/p>\n\n\n\n

Principle 2<\/strong><\/p>\n\n\n\n

Children benefit from moving beyond counting in ones to solve addition and subtraction facts. Not doing so is associated with low a<\/p>\n\n\n\n

Principle 3<\/strong><\/p>\n\n\n\n

We have an innate ability to process quantities visually. We can use this to support our learning of addition and subtraction facts.<\/p>\n\n\n\n

Principle 4<\/strong><\/p>\n\n\n\n

Developing an understanding of part whole relationships supports fluency in number facts.<\/p>\n\n\n\n

Principle 5<\/strong><\/p>\n\n\n\n

Using a derived fact strategy approach is the best way to commit addition and subtraction facts to memory.<\/p>\n\n\n\n

Principle 6<\/strong><\/p>\n\n\n\n

Systematic teaching of derived fact strategies is effective for all, including children identified as low attainers.<\/p>\n\n\n\n

Principle 7<\/strong><\/p>\n\n\n\n

Teaching derived fact strategies leads not only to fluency in number facts, but also to an understanding of number relationships.<\/p>\n\n\n\n

Principle 8<\/strong><\/p>\n\n\n\n

Evidence of learning and appliying strategies as a route to fluency is mainly from research with additive facts. For multiplication facts, verbal memory appears to play a stronger role in automaticity.<\/p>\n\n\n\n

Principle 9<\/strong><\/p>\n\n\n\n

Automatic retrieval of multiplication facts relies on successful rehearsal of the facts.<\/p>\n\n\n\n

Principle 10<\/strong><\/p>\n\n\n\n

Rehearsal of multiplication facts should focus on a few facts at a time. Retrieval should be time limited, with correct responses given when facts are not retrieved within the response time.<\/p>\n\n\n\n

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Core Facts Focus<\/h4>\n\n\n\n

The programme develops recall of 36 core multiplication facts. Fluency in these facts provides the foundation for all written and mental multiplication and division. New facts are introduced and taught visually through the conceptual lessons, and aurally through the chanting of verbal sound patterns. Facts are learned to fluency through daily practice sessions with scores tracked daily and targeted support provided where needed. <\/p>\n\n\n\n

In addition to the 36 essential facts, the programme teaches the 10, 11 and 12 times tables in preparation for the Y4 Multiplication Tables Check (MTC). These facts are taught in a lighter touch way, with the 10 and 11 times tables taught through patterns and the 12 times table taught well enough for MTC success.<\/p>\n\n\n\n

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General, Helpful websites for parents and children<\/h4>\n\n\n\n

Top marks<\/em><\/a> (KS1 and KS2)<\/p>\n\n\n\n

BBC Bitesize – Maths<\/em><\/a> (KS2)<\/p>\n\n\n\n

CBeebies BBC – Numberblocks<\/em><\/a> (KS1)<\/p>\n\n\n\n

Sumdog<\/em><\/a> (KS2 children already have logons for this site)<\/p>\n\n\n\n

Timestables.co.uk<\/em><\/a> – Times tables games – Learn them all here!<\/em><\/a><\/p>\n\n\n\n

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Practise your times tables. Here you can find additional information about practicing times tables at primary school. The 1 times table, 2 times table, 3 times table, 4 times table, 5 times table and 10 times table are usually the first times tables which have to be learned. www.timestables.co.u<\/a>k<\/em><\/p>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n

CBeebies: Alphablocks and Numberblocks Mash Up clip<\/a><\/p>\n\n\n\n

<\/a><\/a>A clip featuring the Alphablocks AND the Numberblocks, together for the very first time!<\/p>\n\n\n\n

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Any clubs, websites, agencies and organisations listed on this webpage outside of St Peter\u2019s Elwick CofE Primary School are independent of the school.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

School Vision To give all the opportunity to be who God created them to be and have fullness of life Our Maths Vision To ensure children leave school with a well-rounded understanding of mathematics, be confident in their understanding of mathematical vocabulary and the ability to apply their knowledge and skills of mathematics across the […]<\/p>\n","protected":false},"author":8,"featured_media":0,"parent":0,"menu_order":24,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_coblocks_attr":"","_coblocks_dimensions":"","_coblocks_responsive_height":"","_coblocks_accordion_ie_support":"","ngg_post_thumbnail":0,"footnotes":""},"class_list":["post-3295","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.hartelwickfederation.org.uk\/elwick\/wp-json\/wp\/v2\/pages\/3295","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.hartelwickfederation.org.uk\/elwick\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.hartelwickfederation.org.uk\/elwick\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.hartelwickfederation.org.uk\/elwick\/wp-json\/wp\/v2\/users\/8"}],"replies":[{"embeddable":true,"href":"https:\/\/www.hartelwickfederation.org.uk\/elwick\/wp-json\/wp\/v2\/comments?post=3295"}],"version-history":[{"count":53,"href":"https:\/\/www.hartelwickfederation.org.uk\/elwick\/wp-json\/wp\/v2\/pages\/3295\/revisions"}],"predecessor-version":[{"id":10910,"href":"https:\/\/www.hartelwickfederation.org.uk\/elwick\/wp-json\/wp\/v2\/pages\/3295\/revisions\/10910"}],"wp:attachment":[{"href":"https:\/\/www.hartelwickfederation.org.uk\/elwick\/wp-json\/wp\/v2\/media?parent=3295"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}