What is our Philosophy?
At The Winchcombe School we aim to build deep understanding, confidence and competence in maths, creating a culture that produces strong learning and real progress for all. We want our children to be assured, happy and resilient mathematicians who relish the challenge of maths and see its relevance to life. We believe that all children should become independent, reflective thinkers, whose knowledge supports them across the curriculum, sparks curiosity and excitement and helps nurture a long-term, secure and adaptable understanding of the subject. We want children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
What is taught?
Our mastery curriculum is mapped out across the school to provide a cohesive progression of mathematical knowledge for the key elements of number, geometry, measurement and statistics. Within each strand opportunities are provided for developing reasoning and problem solving. Children are taught to use mathematical key vocabulary to discuss their thinking and deepen their understanding. They are encouraged to read and use a range of representations to support their understanding and demonstrate the mathematical structures being taught. Fluency sessions are incorporated to improve the quick and efficient recall of facts and procedures.
How it’s taught
At The Winchcombe School we use the White Rose Schemes of Work and Power Maths as guides to support teachers with their planning and assessment. Mathematical topics are taught in blocks, to enable the achievement of mastery over time. Each block of learning is broken down into small connected steps that gradually unfold the concept, providing access for all children and leading to a generalisation of the concept and the ability to apply the concept to a range of contexts. The journey through a block is displayed on individual class working walls. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts. Clear modelling, shared thinking, guided and independent practice and reflection play central roles both within a lesson and across a block.