Mathematics

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Mathematics at Perryfields Infant School

Intent

In designing our maths curriculum, our intent is for children to -

  • acquire a deep understanding of each area of maths and be able to build on this over time.
  • develop a positive attitude to mathematics
  • have access to a high-quality maths curriculum that is both challenging and enjoyable, and builds progressively upon previous learning.
  • become confident mathematicians who are not afraid to take risks and make mistakes.
  • develop the ability to express themselves fluently, using correct mathematical language and vocabulary. 
  • develop mathematical skills and knowledge and recall of basic facts and the four operations
  • have a reliable written method of calculation for each operation that children can apply with confidence when undertaking calculations that they cannot carry out mentally.

All this will ensure that they are ready for the next stage in their education.

To achieve this intent, our EYFS Maths Overview and KS1 Maths Overview indicates the order in which blocks of learning should be covered. This is informed by the White Rose Scheme of Learning but with key differences identified.

Main approaches: concrete – pictorial – abstract

Main calculation strategies: Base 10 apparatus – Part-whole models – number lines – arrays

 

EYFS

The children have maths lessons following our EYFS Maths Curriculum overview (aligned to White Rose) and maths activities are provided every day as part of our continuous provision.

The order of skills & knowledge

Subject matter is taught according to the EYFS Maths Curriculum overview, informed by White Rose schemes of learning.

How and when we assess:

Assessment is on-going, with data saved 3 times a year on the Early Years Data Spreadsheet, which is saved on Teams for access by the subject leader.

By the end of the year we expect children to be:

  • confident in using numbers up to 10 and counting to 20 and beyond,
  • subitising and recalling bonds for numbers to 5,
  • recognising number patterns like odds and evens,
  • recognising 2d and 3d shapes and
  • able to compare, combine, take away and share with apparatus.

Children who do not meet Age related Expectations (ARE) are:

  • supported by additional support within class. Their needs are identified to Year 1 teacher. A One Plan may then be indicated, or additional maths support through use of the 5-minute box or other intervention.

 

Key Stage 1

There is usually a daily maths lesson with oral and mental starter to recap on previous learning or a shorter mental maths lesson plus morning starters.

The order of skills & knowledge

These are taught in accordance with our KS1 Maths curriculum overview, which is broadly linked to White Rose but with variations noted and explained.

Our mastery approach to maths involves every subject being taught through manipulatives then pictures then abstract questions. The objective will almost always be the same but numbers reduced to enable children to master the operations/ processes.

  • There are also additional challenges, both during lessons and available at other times.

How and when we assess:

Assessments are made at the end of each block of lessons, with assessments being saved on Fisher Family Trust 3 times a year.

By the end of Year 1, we expect children to be able to:

  • read, write, order and compare numbers to 100,
  • add and subtract within 20 and know number bonds fluently,
  • multiply and divide using apparatus,
  • find halves and quarters,
  • recognise 2d and 3d shapes,
  • tell the time to the hour and half hour,
  • recognise coins and notes,
  • compare and measure lengths, weights and capacity and
  • understand whole, half and quarter turns.

By the end of Year 2, we expect children to achieve the age-related expectation as indicated in the teacher assessment framework:

  • read scales,
  • partition into different combinations of tens and ones,
  • add and subtract any 2-digit numbers,
  • solve multiplication and division problems involving 2s, 5s and 10s,
  • find halves, thirds and quarters,
  • tell the time to 15 minutes,
  • make sums of money with different coins and
  • name and describe properties of 2d and 3d shapes.

We also expect them to be able to master other elements of the national curriculum, such as weighing and measuring and using position and direction.

Children who do not meet ARE are:

  • Provided with adaptions during lessons,
  • Given on the spot/ morning maths catch up with LSA or class teacher, or
  • given short interventions or support groups. 
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