Maths Intent statement
The EYFS Framework in relation to mathematics aims for children to:
- Develop and improve skills in counting
- Understand and use numbers
- Calculate simple addition and subtraction problems
- Describe shapes, spaces and measures
The 2014 National Curriculum for Maths aims to ensure that all children:
- Become fluent in the fundamentals of Mathematics
- Are able to reason mathematically
- Can solve problems by applying their Mathematics
Mental arithmetic and mathematical fact knowledge are key components in the process of achieving mastery in mathematics. Our maths lessons make the acquisition of these skills fun and engaging, enabling all children to feel successful in Maths.
Our aims in mathematics are
- to help children be confident and competent with numbers and measures. This requires an understanding of the number system, a range of computational skills and an inclination and ability to solve number problems in a variety of contexts. Mathematics also demands practical understanding of the ways in which information is gathered by counting and measuring, and is presented in graphs, diagrams, charts and tables.
- To develop an awareness of the language of maths and mathematical concepts
- To encourage children to question and reason
- To develop children’s capacity for logical thinking
- To recall mathematical facts accurately and quickly
- To feel successful in Maths
At Harewood Primary, these skills are embedded within Maths lessons and developed consistently over time. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics.
The White Rose scheme is used as a basis for the Long and Medium Term Planning across all year groups. This not only ensures coverage of the whole curriculum but has been designed to build upon previous skills and knowledge. This is supplemented with a variety of other resources.
The mathematics curriculum in Early Years delivers a balance between child initiated and teacher directed activities. Children access mathematics provision within both the indoor and outdoor areas. This enables children to develop interests around mathematics during child-initiated play.
Implementation in Early Years
Children in both nursery and reception are taught mathematical skills during small group teacher directed practical sessions. In nursery four teaching sessions are delivered each week as well as regular short teaching sessions to revisit and embed core mathematical skills. In reception teachers use White Rose Maths to support the teaching of mathematics in small group sessions. Over a two-week period five mathematical sessions are planned and delivered to every child. Understanding of mathematics is also developed through stories, songs and imaginative play which enables children to enjoy exploring and using number, shapes, spaces and measures.
Implementation in Key Stage 1 and 2
In Key Stage One and Two we provide a daily math session, of at least 60 minutes, that seeks to reinforce previous learning and allow children to take on new skills and apply these in a range of contexts. We use the White Rose Scheme as the basis of our planning. Children are streamed based on their abilities. We find this to be most successful for our children.
Key Facts (Year 2 – 6)
Each week children are given key facts to learn and these are taught in their Key Facts book. Children are then tested on a Friday. We believe that learning key facts are fundamental to the development and retention of knowledge and the ability to apply these in Maths Lessons and supporting future Mathematical Concepts.
We believe that;
- These key facts build the foundation for each year group and provide the key knowledge to enable progression into the next year group.
- They provide pre-teaching for topics and strands that have not been taught within year groups
- They provide consolidation for topics taught
- Key facts promote the use of Mathematical Vocabulary in different strands
Additionally, we believe that mental maths skills are key to allowing children to access more complex calculations and as such we ensure that each lesson has a period of time spent developing fluency. Children are encouraged to learn their number bonds and time tables and we use Numbots, TTRockstars and stick and split to enthuse and engage with this.
In addition to this Year one and two classes are having a daily lesson using Numbersense to build on the subitising skills developed in Early Years.
Problem solving and reasoning are also a daily feature in our lessons. It is important that children can not only recall facts but can also apply them. We use multiple representations to embed conceptual understanding.
Concrete, pictorial, abstract
All pupils, when introduced to a key new concept, should have the opportunity to build competency in this topic by taking this approach. Pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.
Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.
Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.
Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.
The school has a supportive ethos and our approaches support the children in developing their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others. Children can under perform in Mathematics because they think they can’t do it or are not naturally good at it. The White Rose Maths scheme addresses these preconceptions by ensuring that all children experience challenge and success in Mathematics by developing a growth mindset. Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child. These factors ensure that we are able to achieve high standards, with achievement at the end of KS2 often above the national average.