At Temple Hill, we want our children to be confident mathematicians, fluent mathematicians, and able to solve problems. We teach maths for mastery. This means that we are teaching children to have a deep conceptual understanding rather than teaching so that children can get a correct answer. Being able to explain how they got an answer, why that answer is right, and what might happen if a particular variable was changed are the hallmarks of a mathematician – simply getting the answer right ought to be a given. 

At Temple Hill, we believe that all children can succeed mathematically, and that one of our primary tasks as maths teachers is to find ways of presenting, scaffolding, and teaching concepts in such a way that everyone will achieve.  

Staff receive regular CPD on the teaching and planning of maths within school. 
 
What does maths look like at Temple Hill?
At Temple Hill, we teach maths in units, usually spending a few weeks on each topic. We try to develop children’s understanding from the Concrete (actual physical manifestation of the maths), on to the Pictorial (being able to approach the maths using pictures rather than physical resources), and finally onto the Abstract (being able to approach mathematics without physical or pictorial resources). As typical misconceptions crop-up during lessons, children might only finish on orange or red for the lesson. This will then be addressed in an intervention or during the next lesson, as teachers will constantly be revisiting concepts during Knowing More, Remembering More and throughout the course of the year. For example, multiplication and division will be revisited during fractions, area of shapes etc.