The Maths Curriculum:
Our school’s Mathematics’ Curriculum follows the National Curriculum for Mathematics and the Statutory Framework for the early years foundation stage.
At Hobletts Manor Infants and Nursery School, we believe that every child can be successful in mathematics. We use Herts Essential Maths as our spine curriculum and combine this with the development of mastery through our involvement in Maths Mastery from the NCETM (National Centre for Excellence in the Teaching of Mathematics). We also use resources from White Rose Maths and other sources to enhance our teaching and embed learning. We believe the best way to learn, and to retain that learning, is to plan for progression in daily and weekly learning using small, sequential steps. These small steps help to develop a secure understanding of the mathematics taught and ensures that children move forward at broadly the same pace; this means that most children will be working on the same area of mathematics at the same time.
"Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes".
In the EYFS children access a language rich environment where Maths development is supported through practical experiences in order to promote social skills and the development of mathematical language and understanding.
· Children are taught basics of number; 1 to 1 correspondence, counting and subitising and number order and recognition. Role play situations also provide opportunities for using and applying knowledge and problem solving.
· Concepts of shape, space, direction, size, length, capacity and mass are developed through sand, water and tactile play, outdoor provision, small world play, story-telling and songs.
· By the end of Reception the children write digits and calculations as well as recognise them and work with them practically to meet the expectations of the Early Years Goals as outlined in the EYFS.
"The principal focus of mathematics 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."
In KS1 children have daily Maths sessions following the National Curriculum.
The principal focus of mathematics 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 4 operations, including with practical resources, using a CPA (concrete, pictorial, abstract) approach. Children will be given the support to develop their coherence, fluency, conceptual understanding and mathematical thinking in every lesson and will learn ways to represent, explain and record their mathematical learning and understanding in a variety of ways.
In Year 1, children will start to build confidence working with numbers, through developing their counting and calculation skills. They will also gain an understanding of halves and quarters, start to measure and tell the time, and learn about some 2D and 3D shapes.
Children will be taught to count forwards and backwards to 100, add and subtract numbers to 20, and be introduced to the idea of multiplying and dividing. They will be encouraged to use objects to help them solve simple problems in a practical way.
In Year 2, children will continue to develop their counting and calculation skills, learning different ways to multiply and divide. They will also extend their understanding of fractions. They will measure length, weight, volume, temperature, time and money, discover more about 2D and 3D shapes, and begin to learn about statistics. They’ll count in steps of 2, 3, 5 and 10 and learn number bonds to 20. They’ll partition numbers into 10s and 1s to add and subtract one-digit and two-digit numbers. They will be taught the 2, and 10 times tables and how to find 1/2 , 1/4, 3/4 and 1/3 of quantities and shapes.
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.