Case study: CPA maths at SS Peter and Paul Primary School
Helena Bryant, Assistant Head for Teaching and Learning at SS Peter and Paul Catholic Primary, reflects on the impact CPA maths has had on her pupils’ numeracy attainment Some call it ‘Singapore Maths’, others call it ‘Core Methods’. At SS Peter and Paul we decided to call it what it actually is – CPA maths, […]
Helena Bryant, Assistant Head for Teaching and Learning at SS Peter and Paul Catholic Primary, reflects on the impact CPA maths has had on her pupils’ numeracy attainment
Some call it ‘Singapore Maths’, others call it ‘Core Methods’. At SS Peter and Paul we decided to call it what it actually is – CPA maths, after what it stands for: ‘Concrete, Pictorial and Abstract’. We teach our pupils maths through those steps so that they get a true understanding of what exactly they are calculating – the why in maths.
Previously, most of us learnt maths at school by rote or straightforward algorithms – which is fine, if you can remember the procedures and when to apply them. Unfortunately, there are many people out there who in the course of their daily lives will struggle to remember the correct procedure to use at the particular time it’s needed. Through the CPA process, our children are learning to manipulate and harness the power of numbers.
‘But why…?’ Our children’s reasoning skills have also developed immensely. Each pupil is issued with a maths journal, which they use to explain and play with maths. We’ve seen children coming up with different reasons as to why a calculation may or may not work and exceptions to rules. If a child gives us a straightforward answer to a calculation but hasn’t included a ‘because’ or an ‘I think’, it’s quickly batted back with a ‘But why?…’
Why have we gone down this approach? The answer is simple. Three years ago the school saw its lowest maths results in terms of progress and attainment. The pupils didn’t enjoy maths, and couldn’t talk about their maths. We realised that a dramatic shift was needed.
We were, and are, fortunate, however, to have a staff full of growth mindset teachers – teachers who want to learn and move the school forward.
I myself joined the school shortly after those results were published, having previously worked at a local authority piloting ‘Singapore Maths’ in schools with the help of some very good friends at MathsNoProblem. I knew that this was just what the school needed to reinvigorate its maths provision and support its pupils in understanding number.
I had previously delivered training at SS Peter and Paul with the well-known resource Numicon, which the staff had really taken on board. I therefore knew that digging deeper and introducing a new mathematical approach based on the latest pedagogical research was the right step forward.
Teaching the fundamentals Within two terms we had recruited a new mathematics leader, Serena, who at the time was undergoing a master’s degree in leadership and innovation. Her role would be to enable students to talk about and reflect upon mathematical concepts.
Together, we then proceeded to embark on a programme of CPD with the staff, which explored how to teach the early fundamentals in mathematics. With the aid of Serena’s action research, we began the drive towards improving our pupils’ mathematical confidence, understanding and skills.
These combined efforts resulted in a dramatic improvement in the mathematics attainment and progress of our pupils, which has continued to go from strength to strength over this past year.
Today, pupils at SS Peter & Paul love – and I mean really love – maths. We have seen this clearly demonstrated by the way in which they talk about the subject and challenge each other, and in how they have continued to grow in confidence.
If you’d like to know more, feel free to contact me or to attend one of the school’s open mornings, the next of which is due to take place in January 2016.
For further information, contact 020 8648 1459, visit sspp.merton.sch.uk or follow @ssppmitcham
