Maths 

Wilby Primary School prides itself on developing strong mathematical skills within all pupils.

To support our Parents/Carers in understanding of how maths is taught across the school this page provides links to a number of resources which will illustrate the methods and equipment that we use. Our Calculations Policies show the Power Maths progression in calculation (addition, subtraction, multiplication and division) and how this works in line with the National Curriculum. The consistent use of the CPA (concrete, pictorial, abstract) approach across Power Maths helps children develop mastery across all the operations in an efficient and reliable way. These policies shows how these methods develop children’s confidence in their understanding of both written and mental methods:

Calculation Policy KS1

Calculation Policy LS2

Calculation Policy UKS2

The following two links introduce the use of manipulatives and the structure of Mastering Number and Power Maths at YR and Y1:

At Wilby School, we use Power Maths as the basis of our maths lesson from Y1 to Y6. This maths scheme which has been recommended by the DfE, has been designed to support and challenge all pupils, and is built on the belief that EVERYONE can learn maths successfully.  

How does this support our approach to teaching?

The philosophy behind Power Maths is that being successful in maths is not just about rote-learning procedures and methods, but is instead about problem solving, thinking and discussing.

Many people feel they were taught maths in a way that was about memorising formulas and calculation methods, then having to apply them without any real understanding of what or how these methods actually work.

Power Maths includes practice questions to help children develop fluent recall and develop their conceptual understanding. Power Maths uses growth mindset characters to prompt, encourage and question children.

They spark curiosity, engage reasoning, secure understanding and deepen learning for all. How will the lessons work? Each lesson has a progression, with a central flow that draws the main learning into focus.

There are different elements, informed by research into best practice in maths teaching, that bring the lessons to life:

• Discover – each lesson begins with a problem to solve, often a real-life example, sometimes a puzzle or a game. These are engaging and fun, and designed to get all children thinking.

• Share – the class shares their ideas and compares different ways to solve the problem, explaining their reasoning with hands-on resources and drawings to make their ideas clear. Children are able to develop their understanding of the concept with input from the teacher.

• Think together – the next part of the lesson is a journey through the concept, digging deeper and deeper so that each child builds on secure foundations while being challenged to apply their understanding in different ways and with increasing independence.

• Practice – now children practice individually or in small groups, rehearsing and developing their skills to build fluency, understanding of the concept and confidence.

• Reflect – finally, children are prompted to reflect on and record their learning from each session and show how they have grasped the concept explored in the lesson.

What if my child needs a confidence boost, or wants to be challenged further?

Power Maths is based on a ‘small-steps’ approach, sometimes called a mastery approach. This means that the concepts are broken down so that your child can master one idea without feeling over-whelmed.

There are a range of fluency, reasoning and problem solving questions in each lesson that are designed to support the different needs and confidence levels within a class, while at the same time fostering a spirit of working and learning together. Each lesson includes a challenge question for those children who can delve deeper into a concept.

At the heart of this programme is the idea that all children can achieve and be successful mathematicians with the right growth mindset

The principles and features characterised in our maths curriculum:

• Teachers reinforce an expectation that all pupils are capable of achieving high standards in mathematics.
• The large majority of pupils progress through the curriculum content at the same pace. Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.
• Pre-teach interventions that focus on subject knowledge and growth mindset are used to ensure children have the confidence and understanding to access the learning in class
• Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.
• Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts in tandem.
• Teachers use precise questioning/formative assessment in class to test conceptual and procedural knowledge, and assess pupils regularly to identify those requiring intervention so that all pupils keep up.
• Children are articulate in explaining and justifying their thinking when answering questions.
• Children have opportunities and are taught to work both collaboratively and independently 

Pupils in YR and Y1 receive ‘Mastering Number’ sessions four times a week. Teachers have received training and resources equipping them to give their class a daily short ‘number sense’ session as part of scheduled maths teaching.

In YR the Mastering Number programme provides for almost all of the mathematical learning that the children need to cover.

The programme will last for the whole school year. Over the year, children will use a range of materials and representations, including a small abacus-like piece of equipment called a rekenrek. This piece of equipment is used to help children move away from counting in ones to start doing basic mental calculations. We call this ‘number sense’, and  the idea is that if children develop fluency and flexibility with number facts and relationships early on, they will make much more progress later, in both maths and other subjects.

 Access our Maths Skills Progression charts below

• Year 1 
• Year 2
• Year 3
• Year 4
• Year 5
• Year 6