At Story Wood, Maths is taught through a mastery approach. We aim to equip pupils with the tools to understand Maths. These tools include logical reasoning, problem solving and the ability to think in abstract ways. Mathematics is integral to all aspects of life; with this in mind, we endeavour to ensure that our children develop a healthy and enthusiastic attitude towards mathematics that will stay with them and support them in the next stage of their education and beyond.
The National Curriculum for Maths sets out these 3 aims below and in line with this, we focus on teaching the children to:
- Become fluent in the basics of mathematics, developing a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- Reason mathematically by following a line of enquiry, developing an argument, justification or proof using mathematical language.
- Can solve problems by applying their mathematics to a variety of problems, including breaking down problems into smaller steps and persevering to find solutions.
At Story Wood, we use the CPA approach so that children are able to use a variety of concrete resources and representations to represent the Maths that they are learning about. Using lots of visual representations also supports our children to learn various methods.
Maths in our EYFS
Throughout Nursery and Reception, teachers make regular assessments of children’s learning. This information is used to ensure future planning reflects the needs and interests of the children.
Teachers in our EYFS assess, understand and support each individual child’s development pathway. The EYFS profile summarises and describes children’s attainment at the end of EYFS. The Early Learning Goals for Maths are as follows:
Number - Children have a deep understanding of number to 10, including the composition of each number. They are able to subitise (recognise quantities without counting) up to 5 and are able to automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
Numerical Patterns - Children can verbally count beyond 20, recognising the pattern of the number system; compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity; and explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
Maths in our Key Stage 1 and Key Stage 2
Maths is delivered through a mastery approach using Maths No Problem as a base, supplemented by the White Rose materials from Y1 onwards.
Challenge is offered through higher order questioning and activities that develop deeper understanding, problem solving and reasoning skills.
Maths in our Key Stage 1
In Years 1 and 2, the focus of Maths is to ensure the children develop confidence and mental fluency with whole numbers, counting and place value. This often involves working with numerals, words and the four operations (+ - x ÷).
The children also develop their ability to recognise, describe, draw, compare and sort different shapes. The children will use 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, our children should:
- Know their number bonds to 20.
- Be precise in using and understanding place value.
- Be able to read and spell mathematical vocabulary at a level consistent with their word reading and spelling knowledge at Key Stage 1.
Our Y2 pupils are prepared for KS1 SAT’s.
Maths in our Lower Key Stage 2 (Years 3 and 4)
In Years 3 and 4, the focus is to ensure the children become increasingly fluent with whole numbers and the four operations (including number facts and place value). Pupils should also begin to develop efficient written and mental calculations with increasingly large whole numbers.
Children should begin to develop their ability to solve a range of problems, including simple fractions and decimal place value. The children should begin to develop mathematical reasoning to help them analyse shapes and their properties and confidently describe their relationships.
By the end of Year 4, children should:
- Have memorised their multiplication tables up to and including the 12 times table.
- Show precision and fluency in their work.
- Be able to read and spell mathematical vocabulary correctly and confidently using their growing reading and spelling knowledge.
Pupils in Year 4 are prepared for the Multiplication Tables Check (MTC), from 2020 onwards.
Maths in our Upper Key Stage 2 (Years 5 and 6)
In Years 5 and 6, the focus of Maths is to ensure that children extend their understanding of the number system and place value to include larger integers. Pupils should be able to make connections between multiplication and division with fractions, decimals, percentages and ratio.
Children should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems that demand the use of efficient written and mental methods of calculation. Children are introduced to algebra as a means for solving a variety of problems.
The children’s understanding and knowledge in geometry and measures consolidates and extends the knowledge they have developed in number; children should be able to classify shapes with increasingly complex geometric properties, using the vocabulary they need to describe them with accuracy and confidence.
By the end of Year 6, children should:
- Be fluent in written methods for all four operations, including long multiplication and division.
- Be able to work confidently and accurately with fractions, decimals and percentages.
- Be able to read, spell and pronounce mathematical vocabulary correctly.
Our Y6 pupils are prepared for KS2 SAT’s.
We also have Deliberate Questioning sessions for pupils in Y2-Y5 every day. These sessions help children recall and retain information about maths topics they have already learnt.
Cross-curricular links to Maths are also made wherever possible.