Maths  Consistencies – Picture of maths across the school

As a school we use the National Curriculum and the White Rose Maths planning scheme.

EYFS (Following Karen Wilding - EY Maths)

• Daily opportunities to model and use subitising skills and five/ten frames including;
• Self registration, Snack,  Lunch menu
• Daily songs and rhymes including number rhymes with use of props/fingers to support understanding.
• Displays – Number line, Maths Learning Journey, Maths floorbooks.
• Our calendar – Displaying special days e.g. birthdays to support learning about ‘Time’ in a meaningful way.
• Inside, we have a specific Maths area available as part of Continuous Provision. This includes a range of resources, some of which are natural resources to promote early maths skills. The area is enhanced over the course of the year with resources that match children’s interests or themes e.g. Christmas counting games or in order to address any gaps in children’s learning e.g. resources to explore measures.
• Alongside this there are book boxes that contain fiction and non-fiction texts with a maths focus.
• Outside opportunities for maths include a games station with bowling pins and large dominoes. Maths outside can become a much more physical process such as aiming beanbags into buckets and keeping score or jumping along a number track. There are also many opportunities through role play such as using a till and money and to learn about positional language as they access obstacle courses.

In Reception children have a maths teaching input session 4x a week. There will be opportunities for children to access an activity independently or supported by an adult following this to develop their learning. We have invested in EYFS Team CPD training with Karen Wilding from Early Maths. This has led to us developing our maths progression document and we are currently reviewing our use of White Rose maths scheme. We will continue to refine and evaluate our maths planning this year.

Through our continuous provision and in the moment planning, adults are able to engage in children’s play and support their mathematical learning and thinking skills. As a teachable moment presents itself, next steps are delivered there and then making it relevant/differentiated to the individual. Continuous provision plans detail key vocabulary that may be introduced and Blank Level questions are displayed for adults to use too. As adults observe children in play and interact, they are encouraged to adopt the 3 M’s approach (Gregg Bottrill) and in this example it would be ‘Mathematics’ where staff incorporate maths into everyday meaningful opportunities and find the maths in children’s play to promote early learning.

Key Stage One

• Maths meetings 4 x a week – Timetabled with a specific weekly focus (including calendar, counting stick, place value).

• Two maths sessions/challenges a week – This entails specific teaching input from the teachers and TAs.

• A 'Big Maths' session each week with access to resources at COOL time.

• There is a maths area in continuous provision with weekly/daily activities and resources for pupils to access continuously. 

• Weekly Maths enhancements - e.g. “I can count on from a number.” Pupils then need to to demonstrate that skill (in small world, in maths area, art/creative area etc).

• TimesTablesRockstars is available on ipads in the Atrium and expectations to access at least 3x weekly at home are consistently relayed to parents.

• Working Maths Wall displaying number formation and other developing learning. Once taught, counting in 2s, 10s, 5s to be displayed and consistently referred to.

• Numberline  0-100 displayed in every classroom.

• Learning Clock in every room.

Key Stage Two

• TimesTablesRockstars is accessed once a week at least. Pupils also have home logins and are encouraged to access daily at home.

• Big Maths once a week and 4 maths lessons relating to the Long Term Plan.

• Regular maths-themed early morning daily challenges during registration time - open-ended thinking challenges with an oracy-based focus.

• Whole class maths meeting once a week for 15 minutes – specific focus…time, fractions, shape…

• Daily counting stick - focus on multiplication facts up to 12 x 12.

• Maths Working Wall linked to the specific teaching focus.

• Large number line for support around the room.

• Maths Resources used – pupil have open access and are encouraged when needed.

• Differentiated '4 in 4' activity carried out 4x per week - pupils encouraged to answer 4 arithmetic questions correctly in 4 minutes.

• For Key Stage Two, we have agreed that we will share the time on an analogue clock once a day as part of our daily practice.