Intent

At Honilands, we aim for our pupils to be confident mathematicians and to be able to notice connections, patterns and real-life links in all areas of their mathematical learning. We believe that all Honilands pupils should leave our primary school as confident, resilient and resourceful mathematicians who can use their maths skills to solve everyday problems which they will face as they grow up. Complex mathematical concepts are built on simpler conceptual components and when children understand every step in the learning sequence, maths becomes transparent and makes logical sense. Interactive lessons establish deep understanding in small steps, as well as effortless fluency in key facts such as tables and number bonds. The whole class works on the same content.

We use a  concrete, pictorial , abstract approach

As a school, we endeavour to equip our children with a deep and long lasting understanding of maths while also fulfilling the key aims of the maths curriculum, ensuring that our pupils:

• become fluent in the fundamentals of mathematics
• can reason mathematically
• can solve problems

Implementation

Maths Across Foundation Stage at Honilands

At Honilands we recognise that developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically.

By the end of the EYFS, pupils should have a deep understanding of numbers to 10, the relationships between them and the patterns within those numbers. The children will be assessed against the ELG’s ‘Number’ and ‘Numerical Patterns’.

Our EYFS Curriculum provides daily varied opportunities to build and apply their mathematical understanding. We also ensure children have many opportunities to develop their spatial reasoning skills across all areas of mathematics, including shape, space and measures. 

Numbers:

Children at the expected level of development will:

• Have a deep understanding of number to 10, including the composition of each number
• Subitise (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:

Children at the expected level of development will:

• 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.

Maths Across Key Stage 1 at Honilands  

The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the 4 operations, including with practical resources. 

At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching will involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. 

By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency. 

Maths Across Key Stage 2 at Honilands 

Lower KS2 – Year 3 and Year 4 

The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the 4 operations, including number facts and the concept of place value.  At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. 

Teaching will ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them.  By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12-multiplication table and show precision and fluency in their work. 

Pupils should read and spell mathematical vocabulary correctly and confidently. 

Upper KS2 – Year 5 and Year 6 

The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers.  

At this stage, pupils will 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. 

Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils 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 4 operations, including long multiplication and division, and in working with fractions, decimals and percentages. 

Pupils should read, spell and pronounce mathematical vocabulary correctly.

Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.

Greater Depth Pupils

The focus is on depth – not acceleration – for our greater depth pupils.  All questions are carefully designed to challenge pupils and Greater Depth pupils should elicit answers which reflect their deeper understanding; for instance, they may answer a question with a variety of different strategies and comment on which one is the most efficient to use. Greater Depth pupils should be encouraged to talk about and share their ideas using precise and accurate mathematical vocabulary, which is particularly important in the ‘Share’ part of the lesson as their vocabulary and explanations could benefit and inspire their classmates. If Greater Depth learners complete their work more quickly than other pupils, teachers should have a bank of appropriate and challenging application problems prepared, such as the ‘Deepen’ activities on the online portal or activities from NRICH/NCETM Mastery Assessment/White Rose. 

Planning 

We consult the White Rose Maths scheme to support planning. White Rose Maths builds every concept in small, progressive steps. Is built with interactive, whole-class teaching in mind. Helping you check understanding and ensure that every child is keeping up. It establishes core elements such as intelligent practice and reflection.

• The school’s curriculum maps show the units/blocks to be covered each term. 
• We have yearly and termly overviews for each year group.
• Powerpoints/planning  is  annotated and adapted to show adaptations for SEND, lower attaining and those new to English to support access to  the content. 
• Greater Depth children are planned for so that they can deepen their mathematical knowledge and reasoning skills. 
• Year 1 to Year 6 follow the White Rose Maths planning.
• Early Years follow the Development Matters and Early Learning Goals to guide our long, medium and short-term planning. 

Teaching 

• Whole class mathematics is taught from Foundation stage to Year 6.  
• Flexible groupings are used during lessons e.g. ability and mixed ability groups, paired work, guided and independent work and whole class work. 
• Children will be expected to complete tasks/ activities that range from fluency to reasoning.  
• Children should develop their conceptual understanding, be fluent, reason and be able to solve routine and non-routine problems. 
• We also encourage drawings, including the use of bar models. This concrete, pictorial and abstract approach is proven to be a very effective way of supporting mastery and helping children to know and understand more and remembering more in the long term. 
• Resources and questions are adapted depending on need. Any specific resources to help SEND and lower-attaining pupils to be available to support pupils stay focused and access the lesson.
• New vocabulary is explicitly taught in every lesson, evident in the classroom and used in discussion and reasoning.  
• A range of manipulatives and resources are always available to enhance learning, including Numicon, dienes, place value counters, 2D & 3D shapes and computer applications, which enable all children to explore and explain the abstract nature of maths.
• Children receive 5 maths lessons every week. Pupils have a squared maths book to record work. 
• Children in reception receive 5 maths lessons a week (including teacher lead focus groups and other planned maths related activities within the learning environment).

Impact

Feedback 

• Oral feedback is to be used to improve pupils work  throughout each lesson
• Children may use purple pen to signify responses to feedback
• Peer and self assessment to check and address errors at the end of each lesson
• Reflections are a key part of the lesson and the teacher will model this and feedback to children about their responses.

Assessment

• Teachers make observations regarding the pupils’ development in this subject and use Tracking Grids to identify pupils attainment against year group objectives. 
• Children complete termly assessments in assessment weeks to support teachers in making their judgements for assessment. 
• At the end of a unit, White Rose Maths Provides ‘End of Unit Checks’ which are summative assessment tasks which reveal essential information on each child’s understanding. An End of unit check in the Pupil Textbook lets teachers see which children have mastered the key concepts, which children have not and where their misconceptions lie. 
• Teachers complete a gap analysis based on the termly tests which then inform what can be taught or revisited in Immersion weeks or lesson starters.