We believe that our mathematics curriculum equips pupils with tools that include logical reasoning, problem-solving skills, and the ability to think in abstract ways.
During the Early Years Foundation Stage Curriculum, mathematics forms part of many interactive learning experiences. Pupils develop their knowledge and understanding of mathematics through play, exploration and discussion. Children work with shapes and begin to learn their properties, use language to give positional clues and compare quantities, identify and recreate patterns. They learn to count, read, write and order numbers to 20 using songs and rhymes, which is extended to 100 and beyond during The National Curriculum in Key Stage One.
Key Stage One and Two
Throughout Key Stage One and Key Stage Two, children are taught in their class groups that are differentiated by the class teacher to ensure all the children are learning effectively. Differentiation plays an important role, allowing all children to embrace a sense of achievement by the end of the lesson.
In Key Stage One the children are exposed to a variety of mathematical challenges which often reflect everyday situations. We work hard to develop the children’s mental mathematical ability by doing lots of whole class counting and recall of mathematical facts. Additionally they learn about shape and space, through practical activities which build on their understanding of their immediate environment. Children always have access to mathematical resources to aid their learning and development. They develop their use of mathematical language, using it to talk about their methods and explain their reasoning when solving problems. The children’s progress is monitored in termly target setting and Pupil Progress Meetings.
In Key Stage 2, children are encouraged to explore and develop their mathematical minds. Key Stage Two children begin their daily maths lesson with a mental calculation starter which is taught as a whole class. They are encouraged to extend and secure their use of mathematical language, using it to talk about their methods and explain their reasoning when solving problems. As the children progress though the school they develop the necessary skills to confidently tackle problems, using and applying approaches and techniques to become independent and confident learners. The children become fluent mathematicians, able to use all four number operations effectively to support their learning and experience of new concepts. Children’s progress is monitored in termly target setting and Pupil Progress Meetings.