We believe that Maths is an activity based Curriculum area and so the children learn through experience of doing Maths, through observation, exploration and investigation. We want all children to develop confidence in Maths and want them to be able to use and apply their skills so that they are able to reason and solve problems.
Numeracy is taught using the Primary National Curriculum for Maths. To support the children’s learning experience in Maths we use Computers, practical resources and real life situations.
Pupils’ progress is closely monitored ad work is targeted towards the individual’s needs and ability; we use Assertive Mentoring and Target Tracker to do this.
The National Curriculum for Maths aims to provide a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of Maths, and a sense of enjoyment and curiosity about the subject. The National Curriculum for Maths aims to ensure that all pupils:
- become fluent in the fundamentals of Maths, including through varied and frequent practice with increasingly complex
- problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
- reason mathematically by following a line of enquiry, looking at relationships and generalisations, and developing an argument, justification or proof using mathematical language
- can solve problems by applying their Maths to a variety of routine and non – routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and preserving in seeking solutions.
Language and Maths
Pupils’ spoken language in Maths reflects the importance of spoken language across the whole curriculum. The quality and variety of language that children hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof.
Early Years Foundation Stage (Nursery and Reception)
Children will learn about numbers, shape and space, measures and data handling through using practical resources and real life situations. They will also learn to use and apply these concepts.
Key Stage 1 (Year 1 and Year 2)
The principal focus of Maths teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources (for example, concrete objects and measuring tools).
At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.
Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.
Lower Key Stage 2 (Year 3 and Year 4)
The principal focus of maths teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value.
Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them.
It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.
By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precisionand fluency in their work.
Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.
Upper Key Stage 2 (Year 5 and Year 6)
The principal focus of maths teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger numbers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.
At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.
By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.
Pupils should read, spell and pronounce mathematical vocabulary correctly.
Children’s Mental Maths is key to their learning and progress in Maths. Children will do Mental Maths at the start of every Maths lesson so as to consolidate and extend their knowledge. Children will also do some additional Mental Maths during the school day.
Children will be set learning times tables as part of their weekly homework so as to assist them with becoming more fluent in this area.
Things you can do at home to help develop your child's Maths ability and enthusiasm
- Ensure that your child practices their times tables as much as possible.
- Involve your child in real life situations such as asking them to work out the change you will be given when buying something from the shop.
- Talk to your child about the Maths that they are doing in school and ask them questions about it.
Useful Maths Websites
(please note these links will take you to external websites)