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Mathematics @ SLE


The charms of mathematics only reveal themselves to those who have the courage to go deeply into it.”

Carl Friedrich Gauss


At Shortlanesend School, the teaching and learning of mathematics is a high priority as we recognise it as an essential skill for life. Our children are taught the threes main areas of the National Curriculum:

  • Fluency
  • Reasoning  
  • Problem Solving

All through a mastery curriculum. In order to meet raised national expectations within the National Curriculum we ensure that all of our children develop a deep and sustainable understanding of mathematical concepts through a maths curriculum which promotes a rich understanding of mathematical concepts taught in small steps in a systematic way.

We strive to offer a Maths curriculum which is consistent, sustainable and progressive through continuously looking at ways in which we can enhance the teaching and learning of mathematics within our school. All teachers are passionate about the teaching of mathematics, and strive to ensure context of mathematics is firmly embedded in the immersive learning experiences for all children.

For the past 18 months at Shortlanesend School we have been fortunate enough to travel on a journey with The Maths Hub and SIFF Project in order to further improve the teaching and learning of mathematics.

All teachers and TAs have worked tirelessly to improve our children’s understanding of Maths through development of the Teaching for Mastery approach within our school. This has involved training on each of the principles of teaching for Mastery, demonstration Lessons in KS1 and in KS2, staff reflection groups on own practice, planning support, coaching and mentoring, enhancing our classroom mathematical environments plus ongoing sharing of number work across the school linked to the number operations.

For 2020-2021 we are continuing our journey with a new goal – we are committed to ensuring that we give children every opportunity to move their understanding of maths into GDS (Greater Depth Standard) throughout the school. To aid this, we have provided internal staff training on GDS questioning and held staff reflection sessions on what constitutes GDS questioning. Children are challenged in lessons to strive to challenge themselves with a GDS problem (since the spring term on green paper).

Examples of GDS question stems are:

Use of open ended questions: 

How could you sort these.......?
How many ways can you find to ....... ?
What happens when we ......... ?
What can be made from....?
How many different ....... can be found?

All GDS questions should provide opportunities for reasoning and problem solving and might involve the use of visual images for children to interpret. Sometimes children are given an answer and encouraged to write a question, and sometimes challenged to create a problem for a classmate.

Below is the link to our calculation policy