# Mathematics

We are mathematicians

## Intent

At Walmley Infant School we want each child to enjoy Maths!

Every child deserves to experience a rich mathematical curriculum that inspires them to learn more and provide them with a depth of understanding that allows them to solve mathematical problems efficiently in a way that works for them as an individual. We recognise that each child can develop strategies that work for them and this is not achieved through the memorization of key procedures but instead through experiencing a range of challenges that provide opportunities for children to experiment and develop their problem-solving skills through applying their understanding of addition, subtraction, multiplication and division.

## Implementation

Through the use of White Rose Maths, we apply the mastery approach to maths lessons at all stages of learning. This involves the five big ideas which are used as a teaching tool in order to support each pupil’s understanding of mathematical concepts. All lessons throughout school use a clear structure which includes fact fluency, an anchor task, which is used as starting point for discussion and teaching and also variation, this includes different representations while still applying the same mathematical concept. These different representations include the use of concrete resources (such as counters and ten frames), pictorial methods (pictures and drawn images) and abstract recording (calculations such as number sentences).

In order to share key vocabulary and definitions with parents, we complete a half termly Subject Knowledge Organiser. This organiser also contains any key aspects of the curriculum that will be taught that half term.

The blocks taught in Key Stage One cover the Programmes of Study from the National Curriculum and include;

Number and Place Value

Multiplication and Division

Fractions

Measurement

Properties of Shape

Position and Direction

Statistics (Year 2)

In the Early Years, children focus on achieving the Early Learning Goals for Mathematics. This includes;

Numbers

• Having a deep understanding of number to 10, including the composition of each number
• Subitising (recognise quantities without counting) up to 5
• Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.

Numerical Patterns

• Verbally count beyond 20, recognising the pattern of the counting system
• Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity
• Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

For guidance on how we teach different mathematical methods, please view our Calculations Policy.

To support children with their quick recall of number facts, our school uses Numbots. This is an application that allows pupils to practise quickfire methods of addition and subtraction and includes both Story Mode and Recall Challenges. Through the completion of tasks children earn coins to make their own Numbot robots. Children have home access to this resource from Reception through to Year Two and we suggest they spend approximately 5 minutes, 4 days per week completing tasks on their Story Mode or building up coins to buy new robot parts on their recall challenges.  Children receive certificates for completion of stages.

Special Events

Each year we take part in World Number day. On this day, children are asked to come to school dressed up with ‘number’ as an inspiration for their outfit.  During this day, children not only enjoy a range of number challenges but also take part in a variety of fun number activities. This year we even had a visit from a life size Numberblock!

## Impact

Here are what some children had to say about Maths at our school…

‘I like doing quizzes because they help me learn and are really fun’ (Year 2 child)

‘I love working things out mentally and doing the challenges, it really gets my brain working’ (Year 2 child)

‘I am proudest of my learning about time. I couldn’t do it at the start but after I practised and had some help, I can do it now and I feel really proud of myself’ (Year 2 child)

‘It doesn’t matter if you get something wrong, it’s how you learn’ (Year 1 child)

‘My favourite part of Maths is when we do our tasks, they are really fun!’ (Year 1 child)

‘I have learned lots more about Maths in Year 1, especially how to use my new skills to solve problems’ (Year 1 child)

‘I really like counting, I can count up to really big numbers’ (Reception)

‘I like adding and taking away in Maths’ (Reception)

In Early Years, teachers track the progress of pupils according to the statements in the Early Years profile for Maths. In Key Stage One children are assessed according the National Curriculum programmes of study and is supported by the use of end of block assessments. Through-out school, Tapestry is used as our assessment tool in order to track progress. At the end of Year 2, children are assessed according to the End of Key Stage Assessment framework which is then shared with parents.

When recording Maths tasks in Key Stage One, Children’s learning is marked and same day Maths interventions are then offered to pupils when needed. This small group session supports children’s understanding and application of the concepts taught that day.

At Walmley Infant School, we understand the importance of establishing a strong foundation of mathematical understanding and how this has a lifelong impact on the rest of a child’s mathematical journey.

For further information on how we teach Maths as well as information on Inclusion, Unicef Rights and British Values in Mathematics please see our school Mathematics Policy.