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Maths

Maths

A true understanding of mathematical concepts relies on the ability to use, apply and problem solve. To do this effectively it is essential that the children have confidence with number and number operations.

At Tree Tops we use an exploratory approach in the Nursery and reception. An ability to work with concreate apparatus, pictorial representation and in the abstract when pupils can apply skills swiftly and with confidence is vital and so we continue to teach practical maths into Key Stage 1, building confidence and the ability to see patterns and systems securely.

We familiarise the children with addition and subtraction and secure their understanding with these particular number operations, also working on doubling and halving. We use very practical learning strategies to teach children money, time and measurement and provide a variety of hands on learning experiences.  Photos, discussion and drawing will capture learning and demonstrate next steps. The children also learn about telling the time and using money which we encourage them to relate to their own experiences.

In Key Stage 2 pupils build on this achievement and a deeper understanding of mathematical processes, concepts and skills. There is a strong emphasis on the development of mental arithmetic and all pupils are given opportunities to use and apply mathematics in real life situations.

Class teachers also plan for opportunities to develop and apply key mathematical skills in other subjects throughout the year.

A daily structured lesson and additional ‘quick-fire’ fun daily challenges give pupils the opportunity to develop these mental maths skills and teaches concepts through exciting activities.

We continue to use real apparatus known as ‘manipulatives’ to enable pupils who may find this challenging to reinforce understanding and check their working out.

As a group of local Academies, we have devised an agreed calculation policy that takes children, teachers and parents through a consistent method for working out problems using the four operations.

Ofsted 2017

"The pupil premium funding and sports premium funding are used to good effect."   Ofsted 2017  

Ofsted 2017

"Pupils who have special educational needs and/or disabilities are supported well and make good progress."   Ofsted 2017

Ofsted 2017

"Safeguarding is effective. Systems to keep pupils safe are robust"    Ofsted 2017

Ofsted 2017

"The curriculum provides good opportunities for pupils to learn across a range of subjects. British values are promoted effectively."   Ofsted 2017

Ofsted 2017

"Good teaching in Year 5 and Year 6 ensures that most pupils catch up and make expected progress in a range of subjects by the end of key stage 2."    Ofsted 2017

Ofsted 2017

"Pupils’ personal development, behaviour and welfare are good. Pupils behave well and have good manners. They demonstrate a strong understanding of tolerance and respect."    Ofsted 2017

Ofsted 2017

"Leaders, governors and the trust have a strong understanding of the school’s effectiveness. Their recent actions are ensuring that the school is improving quickly."     Ofsted 2017

Leigh Academies Trust Whole School Review June 2016

“Pupils speak highly about the quality of education they receive. They are very loyal to the Academy, each other and the staff. They appreciate the support they receive to do their best.  Pupils’ conduct around the Academy and in class is excellent.”

Leigh Academies Trust Whole School Review June 2016

“Teachers provide highly detailed and effective feedback on a regular basis so that pupils know what they need to do to improve. Pupils regularly respond to marking to ensure they improve upon their understanding. Pupils are now given more opportunities to complete their work fluently and at greater length. Good progress is strongly evident across the books surveyed.”

Leigh Academies Trust Whole School Review June 2016

“Books are well presented and demonstrate that pupils take pride in their work. They contain a varied number of tasks and activities for pupils.”

Ofsted 2015

“Systems to keep pupils safe are rigorous. They feel safer because behaviour has improved and there are good opportunities to learn how to keep themselves safe in different situations.”

Ofsted 2015

“As a result of the senior leaders’ determination and attention to detail, the quality of education has improved, aspirations have been raised and staff morale is high.”