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'This School continues to be Good' -Ofsted November 2017


What a Millfield Maths lesson looks like

What does a Millfield maths lesson look like?
We follow the five CANDO essentials in each unit of work:



  • Teachers should use the appropriate age related mathematical vocabulary for the unit of work and ensure that children are also using the words in their mathematical talk when discussing their work. It is vital that pupils are exposed to the words in a mathematical context and are able to use them themselves to embed understanding.


  • To underpin the children’s understanding, each lesson should have the concrete and pictorial representations of what is being learnt at their core. Children should not be only given abstract representations of the skill in number form. Children should be able to show their understanding of a mathematical idea in a number or ways. E.g whole-part model, bar model, cubes, Cuisenaire rods, dienes, place value counters, number lines, bead strings etc. The concrete and pictorial resources should support the children in their learning and be used as a tool not a crutch. This applies to all phases.


  • When giving examples to children in class variation (both conceptual and procedural) should be used to prompt reasoning to enable deeper understanding, through for example; what is the same and what is different,  and guiding children to see patterns in their work. The choice of questions chosen by the teacher has an important role to play here. Children should also be given opportunities to talk to their peers about what they think.


  • Reasoning and Problem Solving questions should also be used throughout a unit of work. Teachers need to build in talk time and model how to talk about the problems and explain their thinking in a number of ways. Children should be given opportunities to explain, justify and prove their thinking to their peers and teacher verbally and by using concrete or pictorial representations.


  • Children should be given the chance to investigate the different areas of maths to allow them to deepen their understanding. Through investigation they are able to reason themselves which helps to embed the learning concepts. They are also able to create criteria to explain what something is and what it is not (when exploring shape for example by giving definitions of a square) which again aids deeper understanding. Investigation skills, strategies and vocabulary need to be modeled to allow children to do this. An environment where children feel safe to get things wrong (as this leads to getting things right) is vital. 
Have a look at the pictures from our first residential visit in over 2 years on the Noticeboard. Year 5 are spending 3 days at Hautbois and enjoying outdoor and adventurous activities.