Maths at Courthouse Green

 What our children say:

“I find Maths easier now I know lots of different strategies.”

“You can use lots of equipment to help you if you are stuck!”

“I like working together and exploring!”

“I like showing off and solving problems in different ways!”

 What our parents say:

‘It was great to see how my child is taught and how the strategies they use are quite different from when I was at school. I think it’s a great idea to allow the children to use what method they feel most comfortable to come to the answer rather than one set way. Not putting children in groups by ability I see as a positive. The teacher was very encouraging and positive which I think really helps bring the best out of the children’.

At Courthouse Green

We believe that all children can become confident and successful mathematicians. To achieve this, we teach maths with a problem-solving approach that children explore with the support of actual equipment: this enables them to fully understand in a concrete, real way, what they are being asked to do.  We encourage them to collaborate with others, talking through their learning at all times to further develop their understanding.  Once they begin to understand the mathematical concept, we encourage them to record their understanding through the use of jottings, pictures and diagrams.  This visual approach helps the children to make links in their learning and deepen their understanding further - enabling them to eventually understand maths in a more abstract way. The concrete-pictorial-abstract approach is used throughout the school from early years up to Year 6. It is based on a learning theory that children learn best through handling real objects first, then through pictures and representations before moving on to abstract signs and symbols. 

A good ‘sense of number’ is fundamental to succeeding in Maths. Our curriculum is number rich with a heavy emphasis on number, place value and calculations.  Through the approach of moving from the Concrete to the Pictorial to the Abstract, children are continuously building on their previous learning and making links within mathematical concepts.   We then give our children the opportunity to practice skills in a variety of ways so that they can apply the skills to different situations in order to fully master them.

In our maths lessons, children work in mixed ability pairs at broadly the same pace on the same content. Teachers structure the learning, giving children a chance to see different ways of solving problems and understanding different methods of doing so.  Children and teachers value the process of solving a problem as much as the outcome – we believe children have a deep understanding when they can explain their thinking in a number of different ways.

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