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Barming Primary School

Be Kind, Be Safe, Be Responsible And Make Good Choices

Barming Primary School

Be Kind, Be Safe, Be Responsible And Make Good Choices

We are a 'GOOD' School - OFSTED: May 2019..... Year 1/2 Production Tuesday morning 9.15am, EYFS Production Wednesday 9.15am and Christmas Jumper Day Friday!!
Welcome to BarmingPrimary School
Barming Primary School is a 2 form entry primary school on the outskirts of Maidstone. It is a co-educational school for children aged 4 to 11 years old. There are currently 406 children on role.
A Message from the Head of School
Barming Primary School has so much to offer. Everyone is welcome and children are encouraged to flourish and achieve their goals. Come and find out what we are all about!
Orchard Academy Trust
Barming Primary School is an Academy and is part of the Orchard Trust family of schools. The Trust currently consists of Allington Primary School and Barming Primary School.

Last Week's Attendance:

  • Reception 92.8%
  • Year 1 94.7%
  • Year 2 95.1%
  • Year 3 97.3%
  • Year 4 98.0%
  • Year 5 97.4%
  • Year 6 92.7%
  • Whole School - 95.5%

Mathematics

“Mathematics can be terrific fun; knowing that you can enjoy it is psychologically and intellectually empowering.”

(Watson, 2006).

 

Mathematics Vision at Barming Primary School:

 

The latest Curriculum has brought many changes to the Mathematics teaching and learning at Barming Primary School.

We recognise that the new curriculum is more challenging and we embrace this, in order to give our children the best possible Mathematics education and foundations of the subject that they will continue to learn at secondary school.

 

The major difference with the new curriculum is that once children have ‘mastered’ a concept, they are then challenged through rich and sophisticated investigations before any acceleration to new content. Children of all ages and abilities will be using a range of stimulating resources and apparatus (manipulatives) alongside written methods to help improve their understanding of different concepts. Classes in the same year group will be working on the same topic, so that all children receive the same curriculum coverage. We are using Maths Schemes taken from "White Rose Hub" to support the mastery curriculum with an emphasis on deep conceptual understanding and problem solving.

 

At Barming Primary School, ‘mastery approaches’ to teaching Maths are used to ensure deep, long-term, secure and adaptable understanding of the subject. We believe that mastery of Maths is a tool for life and teachers reinforce an expectation that all pupils are capable of achieving high standards in Mathematics.

 

The focus is on the development of deep structural knowledge and the ability to make connections. Making connections in Mathematics deepens knowledge of concepts and procedures, ensures what is learnt is sustained over time, and cuts down the time required to assimilate and master later concepts and techniques. 

 

Our pupils are taught in small, carefully sequenced steps that must be mastered before they move to the next stage. Teachers are clear that their role is to teach in a precise way which makes it possible for all pupils to engage successfully with tasks at the expected level of challenge. Concepts are often explored together to make Mathematical relationships explicit and strengthen pupils’ understanding of Mathematical connectivity. Precise questioning during lessons ensures that our pupils develop fluent technical proficiency and think deeply about the underpinning Mathematical concepts. There is no prioritisation between technical proficiency and conceptual understanding; in our classrooms these two key aspects of mathematical learning are developed in parallel.

Curriculum:

 

The National Curriculum for Mathematics (2014) aims for pupils to:

  • become fluent in the fundamentals of Mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems.
  • reason Mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using Mathematical language.
  •  solve problems by applying their Mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

 

Another vital part of the curriculum is mental fluency. Children need to be able to say whether it is better to use a written method or use their mental skills. One of the most important parts of mental maths is knowing their times tables. By the end of Year Four, children are expected to know all of their times tables up to 12×12.

At Barming, we want all children, no matter what ability, to enjoy learning maths, to make links between maths and other subjects, to be challenged and to be able to apply their Mathematical knowledge to real life situations. We will strive to ensure that all children enjoy, achieve and succeed during their time with us.

 

 

“Without Mathematics, there’s nothing you can do. Everything around you is mathematics. Everything around you is numbers.”  Shakuntala Devi.

 

 

Mrs Hilden and Mrs Robinson

 

Maths Leaders

 

Fundamental Idea

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Dr Yeap talks about one of the fundamental ideas in mathematics: that items can only be counted, added, and subtracted if they have the same nouns. He uses a simple example with concrete objects, chocolates and glue sticks to illustrate the point and then shows how it relates to column addition and the addition of fractions.

Number Bonds

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Dr. Yeap explains how young children can use concrete materials and later use pictorial representations as number bonds. Number bonds represent how numbers can be split up into their component parts. Children can explore number bonds using a variety of concrete materials, such as counters with containers and ten frames or with symbols.

Subtraction

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Dr. Yeap explains how standard column subtraction can be taught meaningfully by using children's knowledge of number bonds. Once children can explain how numbers can be split into their component parts, they can adapt their understanding to the conventional column subtraction method.

Mental Calculations

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Dr. Yeap discusses how children can develop an ability to calculate the four operations (addition, subtraction, multiplication and division) in their heads without the use of paper and pencil or calculators.

Multiplication

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Dr. Yeap discusses how children can learn their times tables meaningfully by using visualisation and other strategies.

Long Division

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Dr Yeap discusses how children can learn to do long division meaningfully by first using concrete apparatus, such as base-10 materials, to perform the operations. They can then explore how this idea is represented in the long division algorithm.

Bar Model

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Dr. Yeap discusses how diagrams can be used to represent a situation in a problem: such as rectangles representing (unknown) quantities. This method of visualising problems is known as the bar model.
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