Curriculum
Maths
Every child is a mathematician!
Maths curriculum
Our inclusive mathematics curriculum encourages all children to have a resilient, collaborative attitude towards the subject of mathematics. Through our ‘can-do’ approach, children are encouraged to become independent thinkers who are confident and excited to take on engaging and thought-provoking challenges within their maths lessons. Mathematics is integral to all aspects of life and with this in mind we endeavour to ensure that children develop a positive and enthusiastic attitude towards mathematics that will stay with them throughout their education.
All children from FS2 to Year 2 take part in a Mastering Number session 4 days a week, provided by the NCETM (National Centre for Excellence in the Teaching of Mathematics). During these sessions, fluency in calculation and a confidence and flexibility with number are developed, providing an opportunity to revisit and review misconceptions and deepen understanding of previously taught content.
In Foundation Stage we use the reformed EYFS framework as a basis for long-term planning. The Mastering Number programme covers much of the Number and Numerical Patterns content. Additional maths lessons are planned and taught to reinforce and extend children’s number skills and cover other areas of learning that we believe are important. Our young mathematicians will be provided with many exciting opportunities through planned purposeful play and a mix of adult-led and child-initiated activities, to develop and improve their skills in counting, understanding and using numbers to 10 and exploring patterns in numbers and shape. Children progress to simple addition and subtraction and will describe shapes, space, and use simple measures.
In Key Stage One we use the White Rose Maths Hub scheme of learning, which is aligned with the National Curriculum. This is a mastery scheme which provides the children with the skills to become fluent in the fundamentals of mathematics, giving daily opportunities to problem solve and reason mathematically in a range of real-life contexts. Teachers plan a systematic build-up of fluency, problem solving and reasoning tasks within lessons to encourage focused and meaningful discussions to further enrich understanding.
_JPG.jpg)
The use of practical equipment, such as concrete objects and measuring tools, will support the children to gain a deeper conceptual understanding before being challenged through tasks and questions to explain their reasoning and solve a range of problems. The children are equipped with the skills to recognise shapes and their properties and use measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.