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Maths

Statement of Intent

At Thornhill Primary School, we aim to instil our children with a love of mathematics and mathematical knowledge that is useful in solving a range of life’s problems and challenges. As a core subject, we want to ensure that children realise the importance of mathematics – particularly in its links to many other subjects and as a key factor in future employability.

 

We encourage children to explore concrete representations of calculations and problems, moving onto using pictorial representations of calculations and jottings to support their understanding. Children are supported in the application of abstract representations of mathematical ideas when they are ready while continuing to embed their understanding through concrete and pictorial models as necessary.  From an early age, a strong sense of number, counting and place value will be instilled as a crucial foundation for other areas of mathematical understanding.

 

Fluency (mental and written) and the ability to apply mathematical knowledge and reasoning skills are areas that we aim to promote through daily practice and an ongoing review of strengths and areas to improve. We want to build children’s resilience, curiosity and enjoyment of challenge through increasingly complex problems, and to develop children’s ability to approach problems in an increasingly organised, efficient and systematic way.  As they move through the school, practice of times tables and increasingly efficient written methods will build on the children’s prior knowledge, with an aim for children to know their times tables confidently by the end of Year 4.

 

Our ‘Loopy Maths’ model of teaching is intended to give all children the opportunity to experience new mathematical ideas at the same time as their peers, then to practise, revisit and embed their mathematical learning at a pace that matches their needs. Every child should develop the confidence to be able to use a range of mathematical language to explore, explain and generalise their ideas as they move through the school, whether numerically or in relation to geometry, ensuring that children finish primary school as confident mathematicians ready for their transition to secondary school learning.

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