At Ravensbury we believe that having a good foundation in mathematics equips pupils with a unique set of powerful tools to understand the world and how it operates. Put simply, maths is life! The skills the children develop include logical reasoning, problem solving and the ability to think in abstract ways. Mathematics is important in everyday life; it is integral to all aspects of life. At Ravensbury we endeavour to ensure that children develop a healthy, enthusiastic attitude towards mathematics that will continue throughout education and beyond.
The school uses a variety of teaching and learning styles in mathematics lessons. Maths encompasses our school principles of creating and exploring. Children are given opportunities on a daily basis to develop knowledge, skills and understanding. We do this through lessons that have a high degree of challenge and on-going opportunities to apply new and existing skills. During lessons we encourage children to ask as well as answer mathematical questions. They have the opportunity to use a wide range of resources such as number lines, number squares, digit cards, Numicon, Base 10 and small apparatus to support their work and their thinking. Children and teachers use ICT in mathematics lessons where it will enhance their learning, and to assist with modelling ideas and methods. Wherever possible, we encourage the children to use and apply their learning in everyday situations. Maths creates links to a variety of other subjects. In our Connective Curriculum sessions children are given the opportunities to link Mathematics to science, history, ICT and geography. Ravensbury children understand that Maths has an impact on almost everything they do.
In all classes there are children of differing mathematical ability. We recognise this fact and provide learning opportunities for all children by matching the challenge of the task to the ability of the child, providing suitable challenge. Our principals of FACE feed directly into maths learning. We encourage children to have ownership on their learning and give them chances to use self-assessment to generate their own individual next steps. We achieve this through a range of strategies – in some lessons through differentiated group work and in other lessons by organising the children to work in pairs on open-ended problems or games. We use Teaching Assistants to support all children and to ensure that work is matched to the needs of individuals.