A tailor made consultancy for Kent, Surrey, Sussex and South London
Chartwell Primary Maths
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   Working with teachers who love maths

What we can do

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Mastery
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Problem solving
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Reasoning
Teacher and children
Whole school audit of mathematics including pre- and post-Ofsted report
children with computer
Staff meetings and INSET focusing on identified areas linked to the school development plan or identified needs
Modelling and team teaching in the classroom
Teacher and children
Cluster work with groups of schools such as sharing INSET or working with groups of subject leaders
maths teaching tools
Parents meeting
Links with parents
in-school support
In school support developing individual staff, subject leaders, phases or specific aspects of mathematics.

Geometry, measures and Statistics
Symmetry design
Dialogic Classroom
number cloud
numbers for teaching maths
Assessment for Learning
maths teaching tools
Mathematics across the curriculum
 

More course details:

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Calculation and Manipulatives
Developing Subject Knowledge
Problem solving using low threshold high ceiling activities
Working with Teaching Assistants
Maths Subject Leaders

Mathematical Mindsets
Removing Barriers For Struggling Learners
Fluency and Variation
Bar Modelling and Use of Manipulatives
New to Subject Leadership
Making Maths Fun
 
Calculation and Manipulatives
Ensuring progression in calculation and the use of manipulatives.

The National Curriculum for mathematics aims to ensure all pupils become fluent in the fundamentals of mathematics so that they are efficient in using and selecting the appropriate written algorithms and 
mental methods, underpinned by mathematical concepts.

We believe, both as consultants and teachers, the use of visual and practical resources are imperative to support the development of this understanding. Manipulatives can be powerful tools to support sense making, mathematical thinking and reasoning.

Ofsted’s 2012 report ‘Made to Measure’ suggests that although manipulatives are used in some primary schools to support teaching and learning they are not used as effectively or as widely as they might be.

Our work with schools aims to demonstrate how fluency and conceptual understanding can be developed in tandem.

We will:
  • Explore different visual and practical support readily available for schools
  • Look at how formal calculation methods for addition, subtraction, multiplication and division can be developed.
  • Help schools to develop an effective calculation policy to ensure progression through the year groups;
  • Give assistance to schools who wish to develop a progression in calculation document by providing a model policy which meets outcomes of the new curriculum.
  • Assist schools in developing their approach to teaching calculation throughout school.
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Developing Subject Knowledge

Many teachers report that their confidence in teaching mathematics would increase if they had a firmer understanding of the underlying concepts and the relationships between them. 

This course aims to address this through revisiting the main strands of the mathematics curriculum and linking exciting classroom practice with associated pedagogy. Our aim is to cover this over 4 sessions and also provide practical ideas to take back to the classroom for you to try with your children. Teachers will engage in gap tasks between sessions.

Teachers will also be given a resource pack to use in the gap tasks and their teaching back at school.

Aims
  • To develop an understanding of the role of calculations across the school in terms of both written and mental calculation
  • To revisit the UAM maths strand and to think of the range of problem solving approaches and the strategies needed for solving these problems.
  • To look at data hadling in terms of progression and understanding
  • To develop the understanding of shape, space and measures focusing on progression
  • To look at a range of fit for purpose pedagogy and how this can be integrated into the day to day teaching environment.
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Problem solving using low threshold high ceiling activities 

The new National Curriculum places emphasis on children solving problems, reasoning mathematically using justification, argument and proof.

Problem solving has to be central to all teaching as John Mason said: "A lesson without opportunity for learners to use their own powers, especially generalizing, .. is not a mathematics lesson."

The NCETM has developed the concept of the low threshold high ceiling activities that promote a positive classroom culture - one where the whole class does maths together. 

Our work with schools aims to 
  • Motivate, inspire and engage learners with activities that are accessible for all 
  • Learn how to make problem solving central to all lessons by sharing interesting, engaging and powerful materials
  • Enabling all children to have access to problems posed as well as providing the opportunity for some to explore and challenge themselves further.
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Working with teaching assistants

  • Supporting Children in Primary Schools:
  • Developing the role of the teaching assistant.

We run either a one day or two day course for teaching assistants that is practical, challenging but ultimately supportive in helping TAs to carry out their role in school.

The course enables participants to review their place in the class and revisit the areas of calculation that they need to have a secure understanding of to support pupils in class.

The main aims are: 
  • To understand the small steps of progression in the four operations.
  • To look at the core manipulatives to support calculating with the four 
  • operations.
  • To look at the role of speaking and listening and effective questioning
  • To learn how to identify common misconceptions that can prevent children achieving expected stages of progress

Each participant will be familiar with a bank of supportive resources to have in class.

For the two day course a gap task will be provided in the form of a resource for problem solving for participants to trial in school.
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The Mathematics Subject Leader

The role of the mathematics subject leader has changed dramatically over the past years. 

We can support subject leaders in fulfilling the requirements of their post ensuring that mathematical standards in teaching and learning continue to rise across a school.

We also support subject leaders in formulating the different policies and guidelines that they work with the staff for the school. 

Ofsted's view of the role is 
Where leaders are fully effective, they...
  • Play a leading role in preparing and reviewing policy for the teaching of their subject
  • Plan and organise the curriculum for their subject throughout the school, establishing how good standards, continuity and progression can be achieved and sustained
  • Monitor and evaluate the implementation of policy and planning
  • Regularly and systematically provide guidance to colleagues on content, methodology and resources;
  • Oversee the assessment and recording of pupils’ progress. 

In order to become as effective as possible, we support teachers in:
  • Formulating effective mathematics and calculation policies
  • Formulating action plans with links to the school development 
  • plan
  • Lesson observations and supporting staff in developing practice
  • Planning across the whole school 
  • Assessment for learning
  • Auditing existing resources and advising on the acquisition of new materials;
  • Preparing for inspection
Support can be given on a one to one basis or organised across a group of 
schools.
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Mathematical Mindsets
Website revisions in progress. Please return to this page soon for all the latest updates.


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Removing Barriers For Struggling Learners
Website revisions in progress. Please return to this page soon for all the latest updates.
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Fluency and Variation
Fluency, reasoning and problem solving are essential for children to gain a deep understanding of the mathematics curriculum.

We look at the importance of low threshold, high ceiling problem solving activities that will allow for differentiated attainment in the class.

We also look at the specific skills that are needed to tackle problems confidently.

Mathematical talk is integral to learning mathematics. And an important part of developing the skills of reasoning. We look at the role of questioning and investigate the many sentence structures that can be provided to assist pupils in improving their reasoning in class.
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Fluency is a key aim of the curriculum. It is more than learning rote facts and repeating them, it is at the heart of mastery of maths. We consider the different elements needed to be taught in understanding links in mathematics, additive and multiplicative reasoning and the idea of proof in the primary curriculum.

Working with whole staff in an inset we provide the experiences that will help teachers to become confident to include activities for developing fluency, for embedding reasoning and for using different problem solving approaches.

We also work in cases with teachers, team teaching and using a lesson study approach to enable teachers to feel more confident with these elements.
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Bar Modelling and Use of Manipulatives
Using a bar model children transform problems into a simple mathematical form that enables them to make the step between the concrete and abstract mathematics.

Children use the bar model to visualise mathematical concepts and support the problem-solving process. It has multiple uses and is a very powerful tool to support with problem solving and multi-step problems. It is also a powerful way to illustrate the links in mathematics.

We support schools to look at the structures involved in bar modelling.

To consider its use in additive and multiplicative reasoning from Key stage 1 to 2.

We also look at the powerful images that support the understanding of fractions, ratio and proportion.

Teachers are given guidance as to how to introduce this as an approach in every year group. They are given time to try out the structures and see the applications in their own curriculum.

We use past SATs papers to illustrate how children who have the bar a part of their mathematical problem solving repertoire are able to solve problems quickly and effectively.
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​We have also been asked recently to deliver lessons that involve bar modelling in schools as part of lesson study where teachers can see the powerful support this gives to their children’s visualisation of a problem. 

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New to Subject Leadership
​Website revisions in progress. Please return to this page soon for all the latest updates.
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Making Maths Fun
​Website revisions in progress. Please return to this page soon for all the latest updates.
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