At Fircroft we believe that the vast majority of children can succeed in learning mathematics in line with national expectations for the end of each key stage.
We teach so that children develop a sustained, deep, conceptual understanding (comprehension of ideas, structures, relationships, connections and capacity to apply in context).
The emphasis in maths used to be on learning facts and methods that would give the correct answer, such as ‘carrying’ and ‘borrowing’ hundreds, tens and ones (HTOs). It usually involved working through pages of calculations. Often, children did not understand why these methods worked, but followed the rules to get the right answer.
Gradually, there was a move towards the idea that maths could be made more interesting and relevant through teaching it differently. Fircroft became part of the ‘Maths Mastery’ scheme which encouraged a depth rather than a breadth of knowledge. It was a shift away from giving a child bigger numbers if they completed their work but rather instead getting the children to apply their knowledge in different ways.
The White Rose Maths Hub scheme of work is used to support teachers to plan maths lessons so that objectives are covered over several days. This allows children to achieve fluency and depth in their learning and to have the opportunity to apply new skills and knowledge in reasoning and problem solving activities.