Maths

Intent

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

At Elmwood Infant School we use the ‘teaching for mastery approach’. We believe that everyone can learn and enjoy mathematics. Mathematical learning behaviours are developed such that pupils focus and engage fully as learners who reason and seek to make connections. We aim to secure firm foundations in the development of good number sense for all children from Reception through to Year 1 and Year 2. The aim over time is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number. We aim to provide rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures.

Implementation

To ensure consistency and progression, our school uses the nationally recognised White Rose Maths scheme. The White Rose curriculum is a cumulative curriculum, so that once a topic is covered, it is met many times again in other contexts. The curriculum recognises the importance of children’s conceptual understanding of number. It is therefore designed to ensure that time is invested in reinforcing this to build competency. Geometry knowledge is sequenced throughout the year and connections are made with any new learning to what pupils have learnt before. Lessons are planned to provide plenty of opportunities to build reasoning and problem solving elements into the curriculum. Children have the opportunity to use concrete objects and manipulatives . Alongside this, children are encouraged to use pictorial representations. These representations can then be used to help reason and solve problems. Both concrete and pictorial representations support children’s understanding of abstract methods. The calculations policy is used within school to ensure a consistent approach of teaching the operations over time.
Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. These teaching blocks are broken down into smaller steps, to help children understand concepts better. This approach means that children do not cover too many concepts at once which can lead to cognitive overload. The well sequenced lessons with small steps identified is important to all of our pupils and crucial for the pupils with SEND. These pupils are allowed more time to complete tasks and opportunities to practise the skills being taught. It is the teachers’ responsibility to ensure that all children are challenged at a level appropriate to their ability and adaptions made where needed. We aim to secure firm foundations in the development of good number sense for all children from Reception through to Year 1 and Year 2. The aim over time is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number. Attention will be given to key knowledge and understanding needed in Reception classes, and progression through KS1 to support success in the future. Lessons are supplemented by the use of mastering number sessions in every year group for additional practise of key facts and fluency. 

Impact

It is our intended impact is that the children at Elmwood Infant School will;

• Clearly explain their reasoning and justify their thought processes
• Quickly recall facts and procedures
• Have the ability to recognise relationships and make connections in mathematics.
• Understand and value the importance of maths.

Our pupils will develop a solid sense of number with mathematical fluency based on accurate recall and conceptual understanding. We want our children to have a love of mathematics and a desire to develop their mathematical knowledge further in the next phase of education. We want them to have the confidence in number, geometry and reasoning so that they have the ability to reason and solve a variety of problems.