Mathematics at St. Georges

“From starting points which are below average, pupils make outstanding progress and reach high standards.” Ofsted March 2014.

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Here at St Georges, we understand that Mathematics is a creative and highly inter-connected area of the curriculum, which is essential for everyday life. We believe a high quality, contextualised mathematics education provides children with a foundation for understanding the world and strengthens their ability to reason mathematically.

Over the past few years we have adopted many aspects of the ‘Shanghai’ style of teaching mathematics and were selected as a lead school in the Shanghai Research Project. As a result of this work, we have refined our school’s calculation policy so that the children are taught precise written and mental methods for each of the four number operations.

In Phase One, our aim is to focus extensively on number and the ability to apply that knowledge to a wide range of contexts. When teaching, we use a three-step approach that is kinaesthetic (practical), visual and abstract. Lessons are delivered to mixed-ability classes where the expectation is that the majority of children will progress through the curriculum at the same pace, however children who grasp concepts rapidly are challenged through rich and sophisticated problems.

In Phase Two, each year group is split into three sets based on attainment in their knowledge and understanding of the curriculum, ensuring that each child is taught at a suitable pace and level of challenge.

In addition to daily numeracy lessons, there are numerous interventions put into place such as: Morning Maths, pre-tutoring, close the gap marking and catch-up groups to ensure that every child is supported appropriately. This follows our school motto of Everyone Matters; Everyone Achieves.

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