At Woodfield, we believe that mathematics is a fundamentally important area of the curriculum. Maths gives children the opportunity to investigate, reason and solve problems and also gives them the tools to use across other areas of the curriculum. Our teaching of maths encourages children not only to understand how to work mathematically, but also why different mathematical methods work; this enables children to develop a deeper understanding of the subject and to apply their maths more confidently and with better understanding in a wider range of contexts and make links between subjects and the wider world. Maths enriches other subjects and enables children to see their mathematical learning put to use in other areas, whether this is measuring axles accurately when making a vehicle in DT, understanding position and direction when reading a map in orienteering in PE or understanding a timeline of past events in history.
We endeavour to ensure that the maths curriculum we provide inspires children to be excited about maths, solve problems with a 'have a go' attitude and develop good fluency within their work in order that they can apply their mathematical learning with confidence.
The maths curriculum at Woodfield has been planned to ensure that all children are given the opportunity to work practically with a range of equipment, models and images to help their understanding of mathematical concepts. We follow a concrete-visual-abstract approach as children's understanding develops within a concept. Initially, when children are first introduced to a new concept they are supported by concrete apparatus, for example using a tens frame and double sided counters to add two single digit numbers beyond 10. We use a wide range of equipment to help children develop a secure understanding of mathematical concepts; we believe that equipment such as number lines, tens frames, part/whole models, place value equipment, etc. can help children to 'see' how maths works. They then move on to a pictorial representation, e.g. drawing a number line to show adding two numbers beyond 10. Finally, when they are secure, they move to abstract representation, for example recording only a number sentence and the answer.
At Woodfield we use the White Rose Maths scheme of work as a basis for our maths planning, this is enhanced with activities from NRICH and NCETM alongside other reliable sources. Within each unit of work there will be coverage of a range of reasoning, problem solving and fluency activities. At least one longer problem will be taught during each unit which will make explicit the problem solving skill involved. Over the course of the year all of the problem solving skills will be taught.
Fluency is a high priority at Woodfield, each class has a ‘number of the day’ board which is completed daily with the children, this enables the revision of basic number sense. Fluency will also form an important part of each unit of work. Reasoning opportunities are offered frequently throughout each unit.
We also ensure that children know and remember more by making sure that key aspects of the subject are returned to several times; each time at a deeper level to ensure that children develop their understanding through all areas of the subject. Overlearning is also apparent in planned oral and mental lesson starters. In this way, children are prepared well for future stages of learning where they will meet these aspects of maths again within new contexts.
Children are taught using a range of methods and resources in order to be able to select the most appropriate resources to complete a task with developing independence. The maths learning environment is designed to give children open access to resources. Each classroom will have a maths ‘working wall’ which will be updated to reflect the current unit of work and should display key vocabulary (taken from the daily activity and vocabulary ladder document), models and images and examples of children work. They be well resourced and have a table top resource display. Methods being modelled on the working wall will be those taken from the Calculation Policy. Each class will make use of the outdoor areas for the teaching of maths and throughout EYFS maths activities linked to the current unit that are available through continuous provision. ICT is also used to enhance appropriate learning opportunities in maths.
Throughout all of the maths curriculum, children are encouraged to use the Learning Powers. For example, they take risks to try new, more efficient ways of calculating or when using new maths equipment. Every problem they encounter in maths requires them to be resourceful and use their reasoning skills and, when they come up against challenges, they will need to be resilient until they solve the problem. The Learning Powers are very powerful learning tools for all children in maths; their use encourages the children to be logical, creative, independent learners.
Effective quality first teaching is the key to enabling all children, including children with SEND, to participate and develop their mathematical knowledge and skills. Differentiation within lessons is a vital component to ensure that a balance of support and challenge is achieved by all learners. Misconceptions that arise are addressed immediately in order to close gaps in learning, if there is a need, children will be given additional maths support through targeted interventions.
Throughout each lesson formative assessment takes place and feedback is given to the children through written or verbal feedback (in line with our marking policy), close the gap and extension tasks. Number formation is corrected in line with the marking policy and children in Year 2 are encouraged to check and correct their work using purple polishing pens. Ongoing fluency assessments will be made through number of the day work. Teachers then use these assessments to influence their planning and ensure they are providing a maths curriculum that will allow the children to progress.
NFER assessments are carried out termly, the results of these are analysed to determine children’s progress and address any gaps identified. Where appropriate, Year 2 children will sit SAT papers from previous years.
Subject leaders will monitor maths teaching and learning across the school through book looks, learning walks, pupil progress and pupil voice. During PPA staff will complete maths book looks on specific focus areas each week such as SEND or PPG pupils as led by data.
Parents' Maths Information Sessions
In order for parents to feel well supported in helping children with their maths at home, we run sessions for parents where we show you how we use the equipment in school. We also offer parents the chance to purchase maths equipment to use at home to support the children's learning.
What do children learn?
Progression in Maths
Helping Your Child With Maths
Maths at home
White Rose maths app
This app gives children short bursts of targeted practice in basic number skills, including addition, subtraction and subitising. Games like this will help develop children's number fluency which they can then apply to their learning in school and skills needed in everyday activities.
Click here for further information.
School Jam maths app
This app works in sync with our maths planning and will support your child in embedding those maths skills they have been taught in school.
School Jam for apple
School Jam for android
School Jam login