At Neville’s Cross Primary, we provide a maths curriculum which caters for the needs of all individuals. A typical maths lesson will provide the opportunity for all children, regardless of their ability or age, to work through Fluency, Reasoning and Problem-Solving activities. We incorporate sustained levels of challenge through varied and high-quality activities with a focus on fluency, reasoning and problem solving. Once children are fluent in a particular area, they are quickly moved onto more challenging reasoning and problem-solving activities. Children are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings. A wide range of mathematical resources are used and children are taught to show their workings in a concrete fashion, before establishing ways of pictorially and formally representing their understanding. They are taught to explain their choice of methods and develop their mathematical reasoning skills. We encourage resilience and acceptance that struggle is often a necessary step in learning. We provide excellent opportunity for mathematics to be applied across all areas of the curriculum and in ‘real life’ contexts. Our curriculum is organised and carefully planned so that each term children have opportunities to revisit all areas of the maths curriculum.
Our maths curriculum is designed with our key curriculum drivers in mind:
Creativity – Mathematical working requires and develops creativity and curiosity, which transfer to other aspects of life. Frequently, in mathematical problem-solving, a child does not immediately know how to approach a problem; it takes creativity and courage to explore different approaches before deciding how to proceed. Planning and modelling tasks within mathematics develops children’s ability to turn ideas into action. Our staff think creatively about the mathematical experiences that they offer children and this can open up opportunities for our children to be creative.
Well-being – Children learn in a nurturing environment where children, whatever their age, can work individually, in pairs and cooperate in small groups within a classroom that contains age-appropriate equipment to support them in lessons. We encourage resilience and acceptance that struggle is often a necessary step in learning. At Neville’s Cross Primary, we aim to equip our children with the mathematics skills that they will need throughout their lives.
Our Communities – We provide opportunity to develop maths skills in the real-world context. Our aim is to develop links with the local community, as well as developing an understanding of how maths impacts upon communities both locally, nationally and world-wide.
Our children’s mathematical development begins in Early Years through they EYFS curriculum and from the Year 1 onwards our curriculum follows the National Curriculum Programmes of Study for Key Stages 1 and 2.
Maths in the Early Years
Throughout their time in EYFS, children are given opportunities to count reliably and to secure their number knowledge from 0 – 10, place numbers in order, subitise numbers and know some number bonds. They will develop a mathematical vocabulary through play and talk. Activities are provided both inside and outdoors and will include exploring containers in sand and water; beanbag numbers games; jigsaws; lotto; dominoes; counting songs and rhymes and many more play based and open ended tasks. Children are taught maths daily in EYFS and are encouraged to explore their growing understanding of number and mathematical vocabulary across all areas of learning.
Maths in Early Years
Maths in Key Stages 1 and 2
At Neville’s Cross Primary, we follow the 2014 National Curriculum for mathematics. The national curriculum for mathematics aims to ensure that all children:
Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Children are taught mathematics daily covering a broad and balanced mathematical curriculum including elements of number, calculation, geometry, measures and statistics.
Due to the interconnected nature of mathematics, at Neville’s Cross we aim to teach maths in both a cross curricular manner as well as discretely to ensure the practical application of mathematical skills. We focus not only on the mathematical methods but also on mathematical vocabulary. All classes complete a daily ‘Maths Blast’ in addition to the maths lesson which aims to review and consolidate maths skills that have previously been taught. These Maths Blast sessions help our pupils to develop automaticity and fluency with key number facts and arithmetic methods that pupils need to draw on when learning new maths concepts.
When planning maths lessons, teachers draw from a range of high-quality resources such as White Rose Maths, NRich and NCETM to expose children to a variety of reasoning and problem solving opportunities. Concrete, pictorial and abstract approaches are used to develop conceptual understanding. Teachers make clear links to real-life contexts to further broaden children’s ability to apply their mathematical knowledge.
To ensure full topic coverage, we follow adapted Durham County grids to ensure continuity and progression in the teaching of mathematics.
Times tables are taught discretely in all year groups with a particular focus in Year 2, Year 3 and Year 4 to ensure the children have met the curriculum objectives by the end of Year 4. To support the children with their multiplication practice, we use ‘Times Table Rockstars’ as an online and fun learning platform which also offer resources to be used in the classroom.
At Neville’s Cross, our children will have the opportunity to make links with learning in other subject areas. For example, they will draw on their mathematical skills when interpreting and analysing data in a range of subjects, including Science, History and Geography. Particular mathematical concepts may be drawn upon across the curriculum for example, symmetry and pattern in art; using their knowledge of time in PE to improve their performance and speed. In addition, the reasoning and problem solving skills they develop in mathematics are applied across the curriculum, for example when justifying opinions or explaining their knowledge.
Additional opportunities are provided to develop children’s mathematical skills, such as celebrating maths day, involvement with local schools through TT Rockstars competitions and attending gifted and talented events.
Children at Neville’s Cross Primary are given every opportunity to achieve their full potential in Mathematics to prepare them for the next stage in their learning and for the world of maths beyond education.
At Neville’s Cross Primary School, we use both formative and summative assessment information to help staff to ensure our children make exceptional progress; interventions are wisely used to support every individual. Staff use assessment information daily to inform their planning and develop next steps in the children’s learning. This enables the staff to provide the best possible support to cater to all children’s educational needs, including providing appropriate support and challenge for those with special educational needs and/or disabilities and our more able children.
Through high quality teaching and learning in maths, our children will:
- Be enthusiastic and confident in discussing their learning and experiences in maths.
- Show a clear understanding of the skills and knowledge relating to maths, needed to be a mathematician.
- Be able to use the correct mathematical vocabulary to articulate their learning and experiences as a mathematician.