Wilby Primary

Wilby CE Primary School
  • My favourite thing about Wilby is that we're all treated the same - everyone is equal
    Bryony
  • Science at Wilby is AWESOME!
    Matthew
  • I love all of my lessons because the teachers make them fun and interesting - there's always a new challenge
    Faith
  • Wilby means I can be creative!
    Beth
  • Our school offers us such wide opportunities including amazing tripsHenry
  • Wilby is just the best school on Earth
    Miles
  • Dream Big and Work Hard and you can achieve anything at Wilby
    Amelia
  • If you find something hard at Wilby, you know that you will be helped to get there. There's nothing you can't do
    Keira
  • I love our school because there is so much sport and music
    James
  • Everyone here tries their hardest
    Euan
  • We all have a Growth Mindset here - we like to make mistakes so you can learn from them
    Grace
  • Wilby school is so cool!
    Genevieve
  • Our brains are fantastic - we can do anything!
    Albert
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Maths

Wilby Primary School prides itself on developing strong mathematical skills within all pupils. 

Access our Maths Skills Progression charts below:

At Wilby School children are supported from the earliest years and upwards to develop their understanding of number and logical reasoning. We aim to provide opportunities for pupils to use and develop their mathematical skills using computing and across the broader curriculum, as well as providing opportunities for children to use and apply their mathematical skills in a meaningful context.

Through training with local Maths Hubs/NCETM, we have taken many of the content and principles of ‘Mastery’ taken from the National Curriculum, which reflects the teaching found in high performing education systems internationally, particularly those of east and south-east Asian countries such as Singapore, Japan, South Korea and China. 

The principles and features characterised in our maths curriculum:

  • Teachers reinforce an expectation that all pupils are capable of achieving high standards in mathematics.
  • The large majority of pupils progress through the curriculum content at the same pace. Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.
  • Pre-teach interventions that focus on subject knowledge and growth mindset are used to ensure children have the confidence and understanding to access the learning in class
  • Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.
  • Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts in tandem.
  • Teachers use precise questioning/formative assessment in class to test conceptual and procedural knowledge, and assess pupils regularly to identify those requiring intervention so that all pupils keep up.
  • Children are articulate in explaining and justifying their thinking when answering questions.
  • Children have opportunities and are taught to work both collaboratively and independently

The intention of these approaches is to provide all children with full access to the curriculum, enabling them to achieve confidence and competence – ‘mastery’ – in mathematics, rather than many failing to develop the maths skills they need for the future.

Mathematics is taught in mixed ability groups that focus on the life skills of collaboration, growth mindset, resilience and problem solving as much as discrete mathematical knowledge. Pupils who grasp concepts rapidly are challenged through rich and sophisticated problems as well as developing their understanding and social skills by supporting others. Those pupils who are not sufficiently fluent with earlier material are provided with opportunities to consolidate their understanding, including through additional pre/post-lesson practice (often in small groups before the start of the school day)

Curriculum Design:

A carefully considered teaching cycle is employed to ensure the children review the previous learning required for new learning; have an opportunity to develop fluency through carefully planned practice activities and make connections between other areas of mathematics by applying new and existing knowledge in a range of situations.
A detailed, structured curriculum is mapped out across all phases, ensuring continuity and supporting transition. Effective mastery curricula in mathematics are designed in relatively small carefully sequenced steps, which must each be mastered before pupils move to the next stage. Fundamental skills and knowledge are secured first. This often entails focusing on curriculum content in considerable depth for extended periods of time in each year group.

In YR to Y4 we utilise the White Rose Yearly framework and their 'small steps' progression approach. In Y5 /6 our framework is provided by the 2014 National Curriculum and we ensure that the mastery principles which underpin the White Rose approach are maintained so that pupils have opportunity to develop fluency, that they are challenged regardless of ability and apply their knowledge in a range of situations. 

Learning opportunities are presenting in interesting and enjoyable ways that allow the children to actively participate in the learning process, thus creating a sense of achievement and confidence. There is a strong emphasis on the development of mental calculation skills and on problem solving skills through a mastery approach. Individual progress is monitored closely allowing us to make sure that all children are supported in becoming independent learners with access to a wide range of mathematical skills.