Maths

Intent

At Holland House School, we want every child to develop a sense of enjoyment and curiosity about Mathematics. We believe this is vital, as Mathematics is a key skill within school and a life skill to be utilised throughout our daily lives both as children and as adults; this is why we ensure children are taught Mathematics across the curriculum in a creative way so that they can see the importance of Maths. We endeavour to ensure that children develop a positive and enthusiastic attitude towards Mathematics so that they can use and apply their skills confidently; we do this through a rich and rounded curriculum, which is designed to broaden children’s experiences meeting their individual needs. Children practise their fluency skills daily, their conceptual understanding is developed through lots of practical experiences including play, investigations and problem solving; this helps them to reason about number and to answer the big questions. We believe it is key children secure their understanding of number so that they can continue to develop as Mathematicians when they leave Holland House to go to the junior school in Year 3.

Implementation

In EYFS we follow the 2021 Development Matters in the Early Years Foundation Stage curriculum which is enhanced by the Mastering Number Program created by NCETM (National Centre for Excellence materials in the Teaching of Mathematics) and Numberblocks; this helps children develop automaticity in number facts and develops number sense. It is vital children leave Reception with a good understanding of numbers 1-10 so that they can use this to support their understanding of numbers 1-100 in Year 1 and Year 2. Children in Reception have opportunities to play and investigate numbers throughout the day both indoors and outdoors so that they can begin to understand Maths is everywhere. This time to explore and investigate helps children to find out for themselves and to embed newly learnt skills by playing with what they already know. During adult led activities they are encouraged to look for patterns and have opportunities to test their ideas, proving or disproving them; this adult support is carefully planned to help deepen children’s understanding and is enhanced through carefully selected open-ended questions.

In KS1 we follow the 2014 National Curriculum Maths Programme of study for KS1. This is enhanced by the NCETM (National Centre for Excellence materials in the Teaching of Mathematics) planning documents. This was selected because it supports the mastery approach and it breaks down the objectives into small simple steps to help every child succeed. This helps develop a ‘can do’ attitude as the children can see the progress they make, empowering them and encouraging them to persevere, even when Maths seems tricky. Teachers adapt planning and use a flexible approach in Maths lessons to ensure good progress for all. Manipulatives such as Numicon and Dienes are used regularly to help develop conceptual understanding as well as children’s procedural understanding; we believe this is key as it helps children to make key links between concepts. The NCETM planning also helps to ensure teachers are covering all aspects of the curriculum in depth and that learning is consistent as children move through the key Stage, making good progress and developing skills to solve problems and justify their answers. Pupils who grasp concepts rapidly are challenged through a range of rich and sophisticated problems before any acceleration through new content; going deeper instead of wider. Wherever possible children have the opportunity to use Maths across the curriculum as this supports their understanding of the importance of maths in their lives.

To develop Fluency, we teach 4 15 minutes sessions of Mastering Number in Years One and Two. These sessions are to develop fluency, consolidate prior learning and build on from what they already know. To keep up, we provide Number stacks intervention for children not on track, based on their gaps in knowledge from smalls steps assessment.

Impact

The children at Holland House are unanimously positive about Maths and they enjoy using a range of manipulatives, which they say helps their understanding. The children seek challenge and know that Maths is an important skill to have to support their everyday lives. The children confidently talk about Maths and can make links between different Mathematical topics; they can also show their understanding by using different representations. This shows they engage in lessons and the challenge provided extends their learning.

Furthermore, with regular ongoing assessments informing both teaching and interventions, the children at Holland House make good or better than good progress across the school; this ensures that we maintain high levels of progress across all Key Stages.

Long Term Plan

Small Steps Termly Expectations

Impact

The children at Holland House are unanimously positive about Maths and they enjoy using a range of manipulatives, which they say helps their understanding. The children seek challenge and know that Maths is an important skill to have to support their everyday lives. The children confidently talk about Maths and can make links between different Mathematical topics; they can also show their understanding by using different representations. This shows they engage in lessons and the challenge provided extends their learning.

Furthermore, with regular ongoing assessments informing both teaching and interventions, the children at Holland House make good or better than good progress across the school; this ensures that we maintain high levels of progress across all Key Stages, with achievement at the end of KS1 being well above national average with a good proportion of children attaining greater depth.

Home Learning for Sites from Home

Key Instant Recall Facts

Time Tables

The teaching and learning of times tables is crucial as it supports many areas of the maths curriculum. Children are encouraged to learn their times tables at home as well as at school and regular practice is important. By the end of year 2 age related expectations are that children should know their 2, 5 and 10 times tables by heart. Children are initially taught multiplication as repeated addition which quickly moves to pictorial arrays and then groups of.