Over the past year we have invested in ‘Maths No Problem’, a text book based approach to maths mastery in the Primary school, based upon the Singapore method. Mastery for our school means giving children the opportunities to develop a deep understanding of the core concepts of mathematics, enabling our pupils to be adaptive, and be able to move on to more complex material with confidence. This also links in well with our thoughts around the growth mind set, enabling children to have the opportunities to stretch themselves and not be afraid to get things wrong.
Implementing Maths No Problem has been more challenging than we had initially hoped. That is not because of the content or because of the programme itself, which most of the staff here like. The issue is how do you teach a mastery approach with a mixed age class where the ability spread is significantly wider than that of a single aged year group?
Initially we tried teaching both year groups in the same classroom, although logistically this didn’t work. Where some areas crossed over their were opportunities to work together, but for anyone who has worked in a mixed age class, finding that middle ground in order to stretch the more able and support the less able can be tricky with this approach. The answer for us was to split the class, so that the teacher taught both groups as individual lessons. This poses it’s own problems. To begin with where do you put the other year group in a school with very limited space? What happens to the other half of the class while the other is doing maths? And what do school’s do in an environment where budgets are getting smaller and smaller?
To solve these issues we needed to carefully organise timetables and make sure that space was used to the best it could be – this included using the hall, the staff room and any other suitable available areas for teaching. We have a new room due to be added in the next holiday, which will ease some of this pressure. We were also able to use our more experienced TAs to teach the other half of the class, developing reading, writing and grammar skills in the process.
So what has been the impact of Maths No Problem? So far so good – we have noticed a positive change in the children’s understanding of maths. Time will tell but progress seems to be positive.