The aim of Mathematics at Eastnor School is to develop children’s knowledge to make sense of the world around them through developing their ability to calculate, to reason and to solve problems. Maths enables children to understand and appreciate relationships and pattern in both number and space in their everyday lives. Through their growing knowledge and understanding, children learn to appreciate the contribution made by many cultures to the development and application of mathematics. Children use and apply their knowledge, skills and understanding in a range of different situations. We aim to ignite children’s love of mathematics through activities and learning both indoors and outdoors. We want all children to have confidence in their mathematical abilities and develop into enthusiastic and successful problem solvers, ready for the next stage in their school careers and academic development. We aim to make mathematics an exciting and varied experience that enables children to flourish and achieve.
What Mathematics looks like in Eastnor School
• Inspiring and challenging lessons
• Children working independently and in small groups
• Children who are responsible, competent, and confident
• Children confidently using a range of models, images and concrete resources to support their learning journey
• Opportunities for critical thinking, problem solving and reasoning
• Concrete maths resources easily accessible in each classroom
• Maths working walls that are used as a tool for learning each week.
• Vocabulary on display
• Models and images used regularly
By the end of EYFS pupils should:
• Develop a strong grounding in number, which is essential so that all children develop the necessary building blocks to excel mathematically.
• Be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers.
• Develop a secure base of knowledge and vocabulary from which mastery of mathematics is built.
• Develop their spatial reasoning skills across all areas of mathematics including shape, space and measures.
• Develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.
By the end of Key Stage 1 pupils should:
• Develop confidence and mental fluency with whole numbers, counting and place value.
• Work with numerals, words and the four operations, including with practical resources, for example, concrete objects and measuring tools.
• Develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary.
• Be able to use a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
By the end of lower Key Stage 2 pupils should:
• Become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value.
• Develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
• Develop their ability to solve a range of problems, including with simple fractions and decimal place value.
• Be able to draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them.
• Be able to use measuring instruments with accuracy and make connections between measure and number.
• Memorise their multiplication tables up to and including the 12 times table and show precision and fluency in their work.
By the end of upper Key Stage 2 pupils should:
• Be able to extend their understanding of the number system and place value to include larger integers.
• Develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.
• Develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation.
• Be introduced to the language of algebra as a means for solving a variety of problems.
• Be able to classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.
• By the end of Year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.
At Eastnor, teaching follows a mastery approach, which is provided through daily maths lessons. Where possible verbal feedback is given in lessons, that is then used to move the children’s learning forward. We have clear progression of skills developed throughout school, which is supported by the calculation policy. This leads progression of knowledge each year. Teachers work collaboratively with the subject leader to support each other in the teaching of mathematics, understanding and applying current developments in the subject, and providing direction for the subject in the school.
At Eastnor we follow The White Rose Maths schemes of learning, supported by resources from Primary Stars Education, NCETM, White Rose Maths, Classroom Secrets, Master the Curriculum, Twinkl – mastery, Nrich (Primary Curriculum mapping document to help integrate them in to lessons), Deepening Understanding.
In lessons, when the children are introduced to a new concept we will use a range of the following resources:
Concrete – use physical objects to solve maths problems.
Pictorial – use pictorial objects to solve maths problems
Abstract – use only numbers to solve maths problems
In line with our policy of ‘know more, remember more and do more’ we use Flashback Maths at the start of each maths lesson. This contains questions about times table facts and concepts recently covered. This is supported by resources from:
Flashback maths resources on WRM
Corbett Maths 5 a day
Four operations practice
Times table work
KS1 – Times table focus weekly. Children are assessed throughout the year
Year 3 and 4 - 99 Club – Times table test to be carried out in one of the sessions a week differentiated to each year group if needed
Year 5 and 6 - Children who have not achieved 20 or over on the YR 4 MTC to be highlighted to class teacher.
Urbrainy MTC Test practice
Children have access at home to TT Rockstars that supports and tracks their progress in times table knowledge
Lessons will consist of Fluency, Reasoning and Problem Solving activities to be completed.
MNSIL – My Next Step In Learning, will be set for each lesson.
Maths teaching at Eastnor is of a high quality and the impact of this will be seen both during the children’s time with us and after they have progressed further into key stage 3 and beyond. We aim to provide children with the skills that they require to talk about the range of skills and knowledge that they acquire within each year group. Children will have a good understanding of Mathematics in the real world and be able to apply these skills confidently as they move through the year groups.
Monitoring and Assessment
Children’s work will be assessed through class teacher judgements, marking and end of unit assessments. Subject leader will observe the children during lessons on monitoring visits, talk to the children about the work in their books and book scrutiny will be carried out.
Scholar pack formative assessment statements
End of term levels entered on to Scholar Pack
Marking will be carried out during or after each lesson and verbal feedback given where needed. The following codes will be used:
Yellow – Yes. Green for growth.
VF to show when the teacher has spoken to the child during or after the lesson
TS to show specific interventions
TAs to mark books where they have used VF or TS and to initial
Deep marking – a question to consolidate or move on learning up to three times a week will be used.
MTC test completed in year 4
SATs year 2 and 6 yearly
White Rose end of unit assessments
Children identified as needing more support will take part in small group work, or targeted support. Children will be offered the opportunity of coming in before school to carry out pre teaching tasks.
Baseline assessment to be carried out. Ongoing feedback to be given to the class teacher.
Progress to be tracked
Resources for SEN
Power of 1, Power of 2, Times Tables games, Numicon.