Our mathematics curriculum equips pupils with tools that include logical reasoning, problem-solving skills, and the ability to think in abstract ways.
Children are exploring and immersing themselves in maths from Nursery onwards. They are introduced to the basics of maths in a variety of ways. In the Early Years Foundation Stage (EYFS), we relate the mathematical aspects of the children's work to the Development Matters statements and the Early Learning Goals (ELG), as set out in the EYFS profile document. Mathematics development involves providing children with opportunities to practise and improve their skills in counting numbers, calculating simple addition and subtraction problems, and to describe shapes, spaces, and measures.
The profile for mathematics areas of learning are Number and Numerical Patterns. We continually observe and assess children against these areas using their age-related objectives, and plan the next steps in their mathematical development. There are opportunities for children to encounter maths throughout the EYFS (both inside and outside) – through both planned activities and the self-selection of easily accessible quality maths resources. Whenever possible children’s interests are used to support delivering the mathematics curriculum. Towards the end of Reception teachers aim to draw the elements of a daily mathematics lesson together so that by the time they move to Year 1 they are familiar with the structure with a lesson/activity.
During Key Stage 1 children are taught in a variety of either mixed or ability class groups as appropriate for their main maths lesson. Tthey learn about shape and space, through practical activities which build on their understanding of their immediate environment. They develop their use of mathematical language, using it to talk about their methods and explain their reasoning when solving problems. Progress is monitored in termly target setting and Pupil Progress Meetings (PPM).
During Key Stage 2, children are again taught in mixed or ability groups for their daily maths lesson. They move from counting reliably to calculating fluently with all four number operations. Children will use a wider range of mathematical language, diagrams and statistical charts. They learn to tackle a problem with mental methods in addition to using any other approach, always supported with help and encouragement. They extend and secure their use of mathematical language, using it to talk about their methods, explain their reasoning when solving problems and applying it during investigations. Progress is monitored in termly target setting and Pupil Progress Meetings (PPM).