Catherine Junior School

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Implementation for Maths



Catherine Junior School Implementation Statement

At CJS we follow the full National Curriculum and use White Rose to inform our planning, teaching and learning. White Rose is ‘influenced, inspired and informed by the work of leading maths researchers and practitioners across the world.’ (website quote).  White Rose is also a ‘Covid-19 response champion’ in the Bett 2021 awards.  In addition to White Rose, we also use the Ready To Progress criteria and the NCETM Teacher Guides.

In addition to White Rose, CJS has embarked on a Teaching for Mastery journey through the East Midlands South Maths Hub where the Maths Lead and Deputy Maths Lead are taking part in a Teacher Research Group (TRG) through the NCETM.  Teacher subject knowledge has been developed in CPD focusing on mastery for all opportunities, which are provided in lessons through the 5 Big Ideas: Representation & Structure, Mathematical Thinking, Variation, Fluency and Coherence. 

What our Maths lessons have:

  • A whole class, mixed ability approach where all children work through the programme of study for their year group at the same pace, with ample time on each topic before moving on. Ideas are revisited at higher levels as the curriculum spirals through the years meaning that the curriculum is planned and sequences towards building sufficientknowledge and skills.  We have high expectations of all children and strongly believe that all children can be equally capable in Mathematics.  We use an ‘I do / You do / We do’ approach.  Some may take longer to grasp concepts and may need careful scaffolding or extra time/ support.  For children working well below age-related expectations, lessons are adapted accordingly.  It is not assumed that these children cannot access a lesson, however if this is the case, they may have differentiated work or guided group work.  Teachers use their AfL to determine this.
  • Tasks and activities which are designed to be easy enough for pupils to try independently, while still containing challenging components.
    • Novice learners will be fully supported through accessing concrete manipulatives and with use of pictorial/visual models to support understanding.
    • For experienced learners, non-routine questions are also provided to develop higher-order thinking skills in unfamiliar problems. Children are encouraged to explore multiple ways to manipulate numbers and solve problems.
  • Lessons and activities which are designed to teach problem-solving approaches to encourage pupils’ higher-level thinking. The focus is not on rote procedures, rote memorisation or tedious calculations but on developing relational understanding and core competencies, based on Richard Skemp’s work of visualisation, generalisation and decision-making.
  • A ‘CPA’ (Concrete – Pictorial – Abstract) approach based on Jerome Bruner’s work. This encourages pupils to think mathematically rather than reciting formulas they don’t understand.  A new Calculation Policy with concrete/pictorial/abstract methods has been created and shared with teachers and TAs.
    • Pupils learn new concepts initially using a ‘hands-on’ approach and concrete examples, such as counters. This is a necessary step for young children who think in concrete terms.  Even older children may revert to this when learning a new skill. 
    • Pupils then progress to drawing pictorial representations such as number bond diagrams or bar models. This way of thinking helps pupils to tackle challenging problems and develop logical thinking. 

Pupils finally use more abstract symbols such as the equals sign.  Children use abstract numbers and symbols when they have enough context to understand what they mean.