Our vision for maths
Our maths curriculum is based on the 2014 expectations and aims of the National Curriculum for mathematics (NC). It also incorporates the ‘Ready-to-progress’ criteria set out in the DfE non-statutory guidance (2020), the 2021 statutory framework for the Early Years Foundation Stage (EYFS) and the Early Years ‘Development Matters’ (2020) EYFS document.
Provision for pupils who are working at a greater depth within their year group standard is paramount to improving and maintaining high standards, and consequently guidance regarding the development of greater depth mathematicians is also integral to this framework. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content.
The aims of our maths curriculum provision are to support pupils to:
How we teach maths
After extended periods of remote learning, we recognise that children have gaps in their learning therefore we have created our own Grove House Curriculum inspired by the best parts of White Rose Maths, NCETM, and NRICH. We have produced progression maps for all areas of maths, which are available to all teachers. We have moved away from a blocked approach of teaching and have instead created a spiral curriculum that allows aspects of maths to be revisited and built upon throughout the year.
Research has indicated that it is beneficial to recap learning from the previous year; this allows any gaps in learning to be identified and effectively planned for. We also use the end of unit White Rose Maths assessments for the previous year to ensure we have the right starting point for the children.
We do not view maths as a lesson but as a journey, each day the children build on what they learnt the previous day. This allows children to develop conceptual understanding of the maths they are learning.
Once the maths journey comes to an end the children have opportunities to use the Department of Education’s ready to progress material. This material was provided to schools after the period of remote learning which highlights key learning that the children need to have grasped by the end of the year.
Lesson Structure
Maths is taught daily across the school
The lesson begins with a short session based on KIRFS (see below)
A starter activity is given to the children, this could be a practice of something the children have already learnt and that they will be using during the lesson. It can also just be a warm up or revisiting a concept that the children have learnt, by revisiting these concepts the children recall their learning and this helps children move this learning into their long term memory.
The main part of the lesson is divided into 3 sections.
I Do – this is where the teacher teachers the skill, explain methods being used and making connections to prior learning
We Do – This is an opportunity for the children to work with their partner to practice what the teacher has shown. This part of the lesson usually takes place on whiteboards. It is very interactive as we recognise the benefit of mathematical talk so that the children can make connections in their learning
You Do – This is the part of the lesson where the children can practice what they have learnt independently
Children will work through fluency, reasoning, problem solving and investigations during their learning journey. We actively encourage children to use the concrete, pictorial and abstract approach of learning in maths.
CPA Approach
Physical and pictorial representations used in lessons expose the mathematical structure being taught, the aim being that most pupils progress to doing the maths without recourse to the representation. Concrete and pictorial representations of mathematics are chosen carefully to help build procedural and conceptual knowledge together.
How you can help at home
https://whiterosemaths.com/for-parents/maths-with-michael/
These videos can help you to see how we are teaching maths in school. Some of our lesson content comes from White Rose Maths, the representations and explanations are very clear to follow.
KIRFS
Key Instant Recall Facts
These are very important facts that all children need to know. Children shout be able to recall these facts at speed and with accuracy. Every half term the children are assessed on what they have learnt. This is so that the teachers can quickly identify where children require additional support.
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
Year 1 | I know doubles and
halves of numbers to 10. |
I know number bonds for each number to 6. For example:
2 + 1 = 3 3 + 2 = 5 4 + 2 = 6 |
I know number bonds to 10. | I know number bonds for each number to 10. | I can tell the time
(o’clock and half past). |
I can count in 1s (up to 50), 2s (up to 20), 5s (up to 50) and 10s (up to 100). |
Year 2 | I know doubles and
halves of numbers to 20. |
I know number bonds to 20.
For example: 14 + 6 = 20 5 + 15 = 20 20 = 3 + 17 |
I know the
multiplication and division facts for the 10 times table. |
I know the
multiplication and division facts for the 5 times table. |
I know the
multiplication and division facts for the 2 times table |
I can tell the time
(quarter hour intervals and 5 minutes). |
Year 3 | I know number bonds for all numbers to 20. For example:
7 + 8 = 15 12 + 4 = 16 13 = 8 + 5 |
I know the
multiplication and division facts for the 4 times table. |
I know the
multiplication and division facts for the 8 times table. |
I know the
multiplication and division facts for the 3 times table. |
I can recall facts about durations of time. | I can tell the time (5 minutes and nearest minute). |
Year 4 | I know number bonds to 100. | I know the
multiplication and division facts for the 6 times table |
I know the
multiplication and division facts for the 9 times tables. |
I know the
multiplication and division facts for the 7 and 11 times table. |
I can recognise decimal equivalents of fractions. | I can multiply and divide single-digit numbers by 10 and 100. |
Year 5 | I know the
multiplication and division facts for all times tables up to 12 × 12. (Revision) |
I can identify prime
numbers up to 20 |
I can recall square
numbers up to 144 and their square roots. |
I can find factor pairs of a number. | I know decimal number bonds to 1 and 10. | I can recall metric
conversions. |
Year 6 | I know the
multiplication and division facts for all times tables up to 12 × 12. (Revision) |
I can identify common factors of a pair of
numbers. |
I can identify prime
numbers up to 50 |
I can convert between decimals, fractions and percentages. | Know the decimal
and percentage equivalents of the fractions ½, ¼, ¾, ⅓, ⅔, tenths and fifths |
Know the square
roots of square numbers to 15 x 15 |
Multiplication Facts / Timetables
Recalling multiplication facts with accuracy is very important, especially as children move into Upper Key Stage 2.
At Grove House Primary School we use Timetables Rock Stars tro support children learning their multiplication facts. This fun, inactive platform allows children to play a number of different games independently or with one another. From time to time the school organsies competitions between year groups and classes. If you can encourage your child to access TTS for 10 minutes every day on a phone, table or laptop you will see how quickly they can learn these facts. At the end of year 4 the children will access the Department of Education Multiplication Check. All children in year 4 will access this test online.
Children across key Stage 2 will access TTRS as it is really important for children to continue recalling these facts.
Early Learning Goals for Mathematics
As per the EYFS framework, we believe developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently; develop a deep understanding of the numbers to 10; understand the relationships between numbers to 10; and identify patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding – such as using manipulatives, including small pebbles and tens frames for organising counting – children will develop a secure base of knowledge and vocabulary from which the mastery of mathematics is built.
In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics, including shape, space and measures. It is important that children 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, whilst not being afraid to make mistakes.
Teachers ensure that they reflect the varied ways that young pupils learn in their curriculum delivery. These ‘characteristics of effective teaching and learning’ are:
Within the EYFS Framework, the ‘specific area’ of mathematics has two ELGs:
Year 1
Children begin the new academic year which a provision focused approach, a whole class maths input is provided before targeted groups of children work with the teacher to deepen their learning. Towards the end of the year the children transition to a more formal method of learning. Much of the curriculum is based on White Rose maths and enriched with NCETM activities.
Year 2
Children are taught using a spiral curriculum, core mathematical concepts are systematically revisited throughout the year to ensure learning is embedded. The teachers plan using White Rose, NCETM spine materials and NRICH investigations.
Key Stage 2
Children are taught using a spiraled curriculum, this allows gaps in learning to be addressed within the first term and ensures children can build on their prior learning. The curriculum is delivered through Timetables Rock Stars, White Rose maths, NCETM spine materials and NRICH investigations.
Children experience same day interventions whenever possible to ensure any misconceptions are swiftly addressed so that the child is ready for the next lesson.
Targeted children in upper key stage 2 are involved with additional interventions that are delivered through tutoring.
Maths at our school is taught through a spiral curriculum that is based on the National Curriculum with elements of White Rose Maths and NCETM materials. Children revisit each strand of mathematics multiple of times throughout the year.
All strands begin with a gap analysis, this is taken in the form of the end of unit assessment for the previous year, this is analysed to identify the best starting point. We know that good practice is to base the first few lessons on the previous year’s objective.
All lessons follow this structure:
Key Instant Recall Facts (KIRFs) These are basic number facts such as timetables, number bonds, doubles and halves of numbers. They are organised systematically and progressively become harder. In lessons we use Top Marks to deliver this section of the lesson. The children answer the questions on whiteboards.
Lesson Starter – this is either a review of learning as identified from previous lessons or assessments. The starter activity could also be an opportunity to recap on a previous skill that is required in the main lesson. This could be revising multiplying by 10, 100 and 1000 when beginning a unit of learning on converting measures.
Main Lesson – involves introducing the teaching step, teaching the vocabulary required for the lesson and putting it in a real life context whenever possible. This is an ideal time to address misconceptions that are already known to us. All teaching is delivered using concrete, pictorial and abstract approach using manipulatives whenever possible. Children are actively encouraged to draw their own representations for the calculation they are working on solving.
‘I do, We do, You do,’ approach is used so that the children have the opportunity to practice with a partner before working independently. This also allows the children to use the vocabulary introduced earlier in the lesson as they work with their partners.
Fluency, varied fluency, reasoning and problem solving in every teaching step. Challenge is built into each step, this can be as simple as ‘explain your answer, prove it or convince me’ questions. Maths challenges for more able pupils are also used within the unit of learning. These are sourced from the NCETM materials.
End of units are as indicated on the medium term plans. Children are assessed through the Ready to Progress material provided by the NCETM along with the assessment for mastery materials.
TimesTable RockStars (TTRS) is used to each rapid recall of multiplication facts and is used in KS2. The children use the automatic
There’s always time to play maths games at home. Follow the links below to have a go!