1. Provide high-quality mathematics education: our aim is to provide depth, variety and enjoyment each day in every class, to provide the optimum environment for all children to succeed.
2. Deliver consistency in pedagogy: it is crucial for children to develop procedural fluency alongside a deep grasp of the base ten number system which stems from all staff teaching the right thing at the right time.
3. Enable aspiration: secure mathematical skills underpin success in everyday life and facilitate the pursuit of fulfilling and well-paid careers.
The aims of the National Curriculum (2013) state that all children should progress at broadly the same rate whilst developing fluency in fundamental number work, reasoning abilities (both in terms of language and mathematical proof) and the capacity to solve problems (demonstrating flexible and creative thinking in a range of situations).
Maths is a mastery subject. At Springdale, this means we believe that all children are capable of understanding and doing mathematics, given the appropriate resources and sufficient time. Children need to build solid foundations so that their mathematical ability broadens and deepens over time: this requires looking at concepts in detail using a variety of representations and contexts and committing key facts, such as number bonds and times tables, to memory. Opportunities to acquire and practise mathematical knowledge need to be carefully designed to deliver rich experiences within which calculation algorithms are taught consistently throughout the school and across year groups.
Guidance on using the Springdale Maths Calculation Policy
• While these methods are linked to year groups, this should only be as a guide and each year group should assess children’s knowledge and understanding of concepts. Methods should be built upon and revisited by every year group to ensure retention as children progress through each year group.
• Teaching written calculation methods does not replace the need to revisit and use mental strategies. These are the building blocks of solid number work.
• All the images selected should act as guidance and not constraints.
• Children should be encouraged to first approximate their answers before calculating, and then check their answers after calculating using an appropriate strategy.
• Children should be encouraged to consider if a mental calculation would be more appropriate before using a written method.
This policy will ensure consistency and progression in our approach to the learning and teaching of calculations across different year groups. It will enable our children, teachers and parents to work in partnership, developing an efficient, reliable, formal written method of calculation for all operations and to use these methods accurately with confidence for understanding.
It is important to ensure that everyone who uses this policy understands that the methods described under each year group are not specific to that year group. Each method should be recalled, utilised, and built upon in a way that is suited to the calculations and content being taught.