INTENT 

We aim to introduce children to Mathematics through practical, oral and mental activities at Wrestlingworth Infant and Dunton Junior CofE Schools Federation. As children begin to understand the underlying ideas, they develop ways of recording to support their thinking and calculation methods, so that they develop both understanding and fluency in the workings of mathematics. 

We encourage children to use manipulatives as well as pictorial representations (as part of a Concrete-Pictorial-Abstract approach) to support their mental and written methods of calculation.  Each classroom has a Maths display, which encourages children to experiment with mathematical concepts through displaying manipulatives, drawings (e.g bar models), reasoning sentence stems and appropriate vocabulary. As children’s mental methods are strengthened and refined, they begin to work more efficiently, which will support them with using effective written calculation strategies and using effective reasoning when solving problems.  

It is important that any type of calculation is given a real-life context or problem-solving approach to help build children’s understanding of the purpose of calculation, and to help them recognise when to use certain operations and methods when faced with problems. This encourages learners to develop confidence in and a positive attitude toward mathematics as well as to recognise the importance of mathematics in their own lives and to society. 

IMPLEMENTATION

There are fundamental concepts that it are important for children to develop an early understanding of as building blocks to future learning in maths.  A selection of these mathematical skills include;

– Ordinality – ‘the ordering of numbers in relation to one another’ – e.g. (1, 2, 3, 4, 5…) 

– Cardinality – ‘understanding the value of different numbers’ 

– Equality – ‘seven is the same total as four add three’  

– Subitising – ‘instantly recognising the number of objects in a small group, without counting them’

– One-to-one correspondence 

– Conservation of number – ‘recognising that a value of objects are the same, even if they are laid out differently’ 

– Concept of zero    

In the Early Years, children are supported in developing their understanding of mathematical development which is made up of: Numbers and Pattern. They are given opportunities to develop mathematical understanding through stories, songs, games and imaginative play. Children are encouraged to discover new mathematical vocabulary and ideas and opportunities are given for children to use the indoor and outdoor environment (see Early Years curriculum) to develop and embed mathematical understanding.

Wrestlingworth and Dunton’s mathematics curriculum strongly supports all aspects of the National curriculum including the Early Years Curriculum and we work constantly to implement them. The White Rose Maths scheme we have chosen to support us is well reviewed and rigorous, so guarantees coverage and provides both medium and long term plans across every year group. Each year of key stage 1 and 2 is structured around units of work, with each unit drawing on the main mathematical strands.

At Wrestlingworth and Dunton, as we set work for groups and individuals we will ensure the work is suitable with deeper problem solving activities for higher achieving children and adequate support for struggling children.  In a typical maths lesson you would expect to see:

• Children working independently, in pairs and small groups; either using manipulatives or working through the work set that is designed to build speed and fluency and to deepen their understanding with carefully designed procedural variations and problem solving challenges
• More able children being challenged with complex, non-routine problems
• Teachers and Learning Support Staff targeting groups of children who require more support or broadening of their mathematical skills

IMPACT

The overall aims are that when children leave Wrestlingworth Infant and Dunton Junior CofE Schools Federation they: 

• Are able to recall number facts with fluency, having developed the ability to visualise key mathematical ideas and been exposed to variations in approach.
• Make use of diagrams and jottings to help record / reason through stages of thinking when using mental methods that generate more information than can be kept in their heads.
• Have an efficient, reliable, written methods of calculation for each number operation that they can apply with confidence when undertaking calculations that they cannot carry out mentally. 
• Are able to make connections between all four number operations, understanding how they relate to one another and the mathematical vocabulary that helps identify different concepts.

Maths Curriculum Overview

Maths Progression 2023

EYFS-KS1-and-KS2-Maths-sequence of learning