Maths Lead - Mrs Hutchings
At South Green Infants, we believe mathematics is an important part of children’s development throughout the school right from when they start in Early Years. We are therefore committed to delivering a high class mathematics curriculum and one that is both broad and challenging to enthuse and inspire young minds who are excited to learn and to be challenged.
We intend on delivering a curriculum which:
- Is accessible to every child and one that helps to maximize the development of every child’s ability and academic achievement.
- Allows children to be part of creative and engaging lessons that will give them a range of opportunities to explore mathematics following a mastery curriculum approach.
- Gives each pupil a change to believe in themselves as mathematicians and develop the power of resilience and perseverance when faced with mathematical challenges
- Recognises that mathematics underpins much of our daily lives and is therefore of paramount importance. Children need to develop the necessary skills to make them deep thinkers and they need to acquire mathematics skills that can be recalled quickly and applied in different contexts. Mathematics is the foundation of understanding the world and we want all our children to know the purpose behind their learning and to be able to apply their knowledge to their everyday lives.
- Equips children to predict what they already know and to praise hunches and not just outcomes in mathematics.
- Provides equal opportunities for children to apply their mathematical knowledge in other subjects (cross curricular links).
- Is in line with the expectation in the National Curriculum 2014 and that the three core areas of the National Curriculum are covered in our lessons: fluency, reasoning and problem solving.
Our mastery approach to the curriculum is designed to develop children's knowledge and understanding of mathematical concepts from the Early Years through to the end of Year 2. Teaching and Learning, Content and Sequence.
- In the Foundation stage, pupils are provided with many exciting opportunities, through a planned purposeful play and a mix of adult-led and child-initiated activities, to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces and measures.
- In Key stage 1 we follow the national curriculum and also use The White Rose Schemes of work as a guide to support teachers with their planning and assessment.
- All teachers have a flexible approach to the structure of their lessons but in key stage 1 the math’s lessons will start with skills practice e.g. counting in 2s followed by the hook to introduce the lesson. This might be a picture, question or a problem to solve and pupils are expected to work out the answer, solve the problem with a talk partner or a group. Time is given to discuss the hook and reason e.g. I think that it is this because... The hook is an opportunity for children to reason and think mathematically from the start of the lesson and provide the teacher with an opportunity to listen and observe pupil’s mathematical thinking.
- At South Green we ensure that mathematics is taught in creative and engaging lessons and we use a wide array of manipulatives to aid and support our children in their learning including ICT.
- Resources are readily available to assist demonstration of securing a conceptual understanding of the different skills appropriate for each year group.
- Each year group participates in Maths meetings which are an important part of the mathematics mastery programme. Their purpose is to consolidate key areas of mathematics or introduce new topics to the class. Most meetings last for about 10 – 15 minutes and usually start with a song, rhyme or chant to ensure full participation and enjoyment.
- The calculation policy is used within school to ensure a consistent approach to teaching the four operations over time.
- At the start of each new topic, key vocabulary is introduced and is revisited regularly to develop language acquisition and is embedded as topic progresses.
- Children are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts. The mastery approach incorporates using objects, pictures, words and numbers to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding at all levels.
- All children are catered for within the mathematics lesson ensuring the teacher offers the necessary support and challenge for each individual to make progress and children move through the different stages of their learning at their own pace.
- Children who have shown a greater understanding at a deeper level within the topic will have opportunities to apply these skills in a GREATER DEPTH activity. This should be challenging and ensure that children are using more than just one skill to be able to answer the mathematical problems.
- Reasoning and problem solving are integral to the activities children are given to further develop their mathematical thinking.
- Children are encouraged to explore, apply and evaluate their mathematical approach during investigations to develop a deeper understanding when solving different problems or puzzles.
- A love of mathematics is encouraged throughout the school with many cross curricular links applying an every growing range of skills with growing independence.
- Children with additional needs are given extra support within the whole class lesson from either the Class teacher or a Learning Support Assistant. For those children who are working outside of the classroom the class teacher provides individual learning activities with support staff.
The Early Years Foundation Stage is underpinned by the Characteristics of Effective Learning.
Playing and Exploring/Engagement
- Finding out and exploring
- Playing with what they know
- Being willing to 'have a go'
- Being involved and concentrating
- Keeping trying
- Enjoying achieving what they set out to do
Creating and Thinking Critically/Thinking
- Having their own ideas
- Making links
- Choosing ways to do things
The aims of the National Curriculum for Mathematics aims to ensure that all pupils:
- become fluent in the fundamentals of mathematics, 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, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
- Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
- Children will make at least good progress in Mathematics from their last point of statutory assessment or from their starting point in Nursery or Reception.
- They will use their Mathematics knowledge and skills, in all curriculum areas, to enable them to know more, remember more and understand more.
- Children will recognise the importance of Mathematics as a facilitating subject to enable them to access other areas of learning and operate successfully in everyday life both now and in the future.
- They will have a confident attitude towards Mathematics and they will use their mathematics skills to make connections in order to solve real life problems.
- They will recognise that mathematics is essential for everyday life and make at least good progress in Mathematics from their last point of statutory assessment or from their starting point in Nursery/Reception.
- The Children will use their Mathematics skills as a key tool in helping them to learn, and as a result, know more, remember more and understand more.
- They will be able to produce written work in all areas of the curriculum of a similar standard which evidences good progress from their last point of statutory assessment or from their starting point in Nursery/Reception.
- The Children show a high level of pride in the presentation and understanding of the work.