Mathematics
At All Saints, we believe in the importance of mathematics as a foundational skill that empowers children to understand and interact with the world around them. Through high-quality mathematics lessons, we aim to develop fluency, reasoning, and problem-solving skills, enabling children to approach challenges with confidence and curiosity. We strive to nurture a love of learning in mathematics while fostering resilience and perseverance.
Intent
At All Saints, our intent is to:
- Provide a high-quality mathematics curriculum that is accessible and inclusive.
- Build a secure understanding of mathematical concepts, enabling children to become fluent in basic skills.
- Equip children with the ability to reason mathematically, explain their thinking, and solve problems effectively.
- Foster confidence and enjoyment in mathematics while encouraging a growth mindset.
- Prepare children for the next stage of their mathematical education by providing a strong foundation in the Early Years Foundation Stage (EYFS) and Key Stage 1 (KS1).
By the end of Reception, we aim for all children to have met the Early Learning Goals, providing a strong foundation for the National Curriculum in Year 1. By the end of Key Stage 1, children transition confidently to Key Stage 2, equipped with secure mathematical knowledge, skills, and a positive attitude toward learning.
Implementation
In mathematics, we follow the Early Years Foundation Stage Framework in Reception and the National Curriculum in Key Stage 1, supported by the WhiteRose Maths scheme. Our approach ensures a coherent and structured progression of skills and knowledge, building upon prior learning and developing depth of understanding.
- EYFS: In Reception, we focus on building number sense and a deep understanding of numerical concepts through hands-on activities, exploration, and play. Children develop spatial reasoning, pattern recognition, and problem-solving skills, laying the groundwork for future learning.
- KS1: In Years 1 and 2, our curriculum builds fluency in addition, subtraction, multiplication, and division, as well as geometry, measurement, and fractions. Each unit incorporates varied representations, practical resources, and opportunities for reasoning and problem-solving.
- Classroom Practice: Lessons are interactive and engaging, incorporating concrete, pictorial, and abstract representations to deepen understanding. Regular opportunities for retrieval practice reinforce prior learning, and formative assessments guide planning to address gaps in understanding.
- WhiteRose Maths: This scheme provides a structured sequence of lessons that ensures progression and mastery of key concepts. It supports consistency in teaching and allows children to revisit and build upon their knowledge.
- Enrichment: Where possible, we enhance learning with cross-curricular links, the use of manipulatives, games, and outdoor activities.
In Reception, children work towards the Early Learning Goals (ELGs) in mathematics:
- Number: Children demonstrate a deep understanding of numbers to 10, including the composition of each number. They are fluent in recalling number bonds to 5 (including subtraction facts) and some number bonds to 10.
- Numerical Patterns: Children verbally count beyond 20, recognising the pattern of the number system. They compare quantities up to 10 and explore relationships involving doubling, halving, and sharing.
Key Stage 1
In Years 1 and 2, we follow the National Curriculum objectives, with a focus on fluency, reasoning, and problem-solving. The areas of mathematics covered include:
Number and Place Value
- Understanding numbers and counting forwards and backwards, including counting in multiples of 2, 5, and 10 (Year 1) and 3 (Year 2).
- Identifying and representing numbers using objects, pictures, and numerals.
- Understanding place value for numbers to 100, including recognising tens and ones.
Addition and Subtraction
- Developing fluency in number bonds to 10 and 20 (Year 1) and to 100 (Year 2).
- Solving problems involving addition and subtraction using concrete, pictorial, and abstract methods.
- Understanding and using inverse relationships to check calculations.
Multiplication and Division
- Learning to recall multiplication and division facts for the 2, 5, and 10 times tables.
- Solving problems using repeated addition, grouping, and arrays.
Fractions
- Recognising, finding, and naming halves and quarters of objects, shapes, and quantities (Year 1).
- Understanding and writing simple fractions such as ½, ⅓, and ¾, and recognising equivalence, e.g., 2/4 = ½ (Year 2).
Geometry
- Properties of Shapes: Identifying, describing, and classifying 2D and 3D shapes.
- Position and Direction: Describing position, direction, and movement, including turns and patterns.
Measurement
- Comparing, describing, and solving problems related to length, height, weight, capacity, time, and money (Year 1).
- Using standard units of measure and solving real-life problems involving time, temperature, and monetary calculations (Year 2).
Statistics (Year 2 only)
- Interpreting and constructing simple pictograms, tally charts, block diagrams, and tables.
- Asking and answering questions by analysing data.
Impact
The impact of our mathematics curriculum is measured through a range of strategies to ensure all children achieve their potential and develop a secure understanding of mathematical concepts.
In Reception, we use White Rose ‘End of Block Checkpoints’ to assess children’s understanding. These assessments are carried out at the end of each unit of learning and are designed to be hands-on and interactive, allowing children to demonstrate their learning in a practical and engaging way. Checkpoints can be integrated into maths lessons or set up within continuous provision, providing teachers with a clear picture of each child’s progress and highlighting areas that may need further development.
In Key Stage 1, we use White Rose ‘Progress Check Assessments’ as a form of summative assessment at the end of a unit of learning. These are printed assessment papers which help teacher to identify gaps in knowledge and skills, enabling them to plan additional sessions or retrieval practice activities to re-visit prior teaching. This information is also used to plan interventions to provide targeted support to meet the needs of individual pupils.
Within daily maths sessions, teachers use ongoing formative assessment to monitor progress and ensure concepts are understood before moving on. This is done through class discussions, questioning pupils and live marking of work. If misconceptions arise, they are addressed promptly, and lessons are adjusted accordingly to reinforce learning.
The Maths subject leader carries out termly learning walks, book scrutinies and pupil voice sessions to gather a comprehensive view of the teaching and learning of mathematics across the school. During pupil voice activities, children share their experiences and understanding of mathematics, providing valuable insights into their confidence and engagement with the subject.
By embedding these practices, we ensure that our curriculum is effective, inclusive, and continually improving. Children leave Key Stage 1 with a solid mathematical foundation, ready to confidently tackle the challenges of the Key Stage 2 curriculum.
