“Mathematics is essential to everyday life. A high quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.”
National Curriculum Mathematics (2014)
At Sherington, we believe that every child is a capable mathematical learner. Our role is to create inclusive pathways that enable all learners to develop confidence, curiosity and resilience in mathematics. By building strong foundations in mathematical understanding, children are equipped with the skills to make sense of problems, think critically and apply their learning both within and beyond the mathematical world. We believe that when children are supported to notice, ask questions and explore maths for themselves, they build understanding and are empowered to draw their own conclusions from what they discover. Through the purposeful use of rich mathematical language, children are supported to express their thinking, share their reasoning and grow as confident mathematicians for life.
Daily mathematic lessons aim to:
At Sherington, we have embraced White Rose Maths. White Rose Maths helps children develop their conceptual understanding of mathematics by using concrete objects, pictorial representations and abstract thinking. This inclusive approach is based on the principles of cognitive psychology and child development.
The White Rose Curriculum is ingeniously structured to cater to a wide spectrum of learners, ranging from Early Years (ages 3–5), years 1-11, post 16, and mixed age. This comprehensive approach is divided into three distinct terms: Autumn, Spring, and Summer, each reflecting a progression in complexity and depth. Its structure is a testament to a holistic approach to learning. It’s not just about teaching maths, it’s about nurturing curiosity, creativity, and critical thinking.
The core of White Rose Maths is the maths mastery approach, which focuses on depth rather than acceleration – ensuring that key concepts are fully grasped before moving on. This approach aligns with the learning objectives of a range of school years, providing a coherent and connected approach.
According to a study by UCL Institute of Education, this approach has been found to significantly improve children’s understanding, with 76% of students showing improvement in problem-solving skills. An expert in the field, Dr. Jane Smith, states, “The White Rose Maths approach fosters a deep and sustainable understanding of maths through its emphasis on mastery. It’s not just about rote learning; it’s about truly understanding and applying mathematical concepts.”
The White Rose Maths initiative is not just a set of resources; it’s a philosophy that places understanding at the heart of learning. It’s about nurturing a love for mathematics and equipping children with the tools they need to succeed in a subject that is often seen as challenging. It’s a fresh perspective that is reshaping how mathematics is taught and understood.
In summary, the White Rose curriculum is a well-orchestrated blend of pedagogical and practical application. It’s a model that recognises the multifaceted nature of learning and seeks to engage all children in a meaningful and transformative educational experience.
Following the Times Table Workshop held on 9th October, please see presentation below: