Subject Lead: Mrs McCullough
Rich and varied learning opportunities are important to us here at Kimpton Primary
As part of our maths provision we combine the use of computing and ICT. Children have access to TTRockStars, RM Easimaths, and Purple Mash. These help to consolidate classroom learning and are highly enjoyable for our pupils, Using such software also means that our pupils can continue to access and practice maths skills away from class.
We encourage our learners to use a range of varied manipulatives and resources. One size does not fit all, so children are encouraged to explore using many methods and then discussing the most efficient for them.
At Kimpton Primary school we have a ‘can do’ approach to our maths learning. Ensuring that all our pupils succeed is at the heart of our teaching.
Consistency is key at Kimpton. In every class, teaching staff work hard to ensure that, by the end of each term, year and key stage children have secured, with confidence units of maths learning. Much of this consistency comes from having well-trained, enthusiastic and knowledgeable staff who carefully plan lessons using Herts for Learning's Essential Maths resources. This suite of materials is written by maths experts and helps to ensure that our teaching across the school is consistent in both approach and in its progression of content. Carefully mapped out sequences of learning build upon and complement each other. Maths is a rich curriculum area with much to explore but at the heart of the national curriculum there are three main aims:
- that children are fluent in their maths
- that pupils can reason mathematically
- that pupils can problem solve
Children in the Early Years Foundation Stage work towards achieving Early Learning Goals. In maths there are two areas: numbers and shape, space and measures.
Children count reliably with numbers from 1 to 20, learn to place them in order and say which number is one more or one less than a given number. Using quantities and objects, they explore adding and subtracting two single-digit numbers and count on or back to find answers. They solve problems, including doubling, halving and sharing.
Our youngest children learn to use everyday language to talk about size, weight, capacity, position, distance, time and money. They compare quantities and objects and begin to solve problems. Recognising, creating and describing patterns is explored as are the characteristics of everyday objects and shapes. At this stage those important foundations in the use of mathematical language begin to be laid.
As our pupils progress into Year 1, they build on these strong foundations until they leave us in year 6 as accurate, fluent and efficient mathematicians.
Maths is taught as a spiral curriculum. Previous knowledge and understanding helps our pupils be ready for the next part of their maths learning. Laying strong foundations is essential for maths understanding and this begins with our youngest school children in the Early Years. Our youngest children learn about maths through direct teaching and child initiated play. Our highly skilled staff facilitate opportunities for maths exploration through both the indoor and outdoor early years settings.
We want our pupils to love what they do and enjoy their learning.
Maths is taught through a combination of concrete experience, game play, pictorial representation and modelling as well as abstract calculation.
Children are challenged to think for themselves whilst building key life skills of resilience and perseverance.
Within maths, learning the answer is often only the beginning so here at Kimpton Primary we explore maths deeply: applying our learning to different and varied contexts; solving problems and making connections; understanding the what it is not, as well as what it is; spotting patterns and relationships. Through a rich, varied and deep level of learning experiences our pupils are given opportunities to convince, justify and explain their maths.
Information about how we assess children in maths to ensure they make good or excellent progress
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Everyday in school our children in Years 1-6 have fluency time. This fifteen minute session is used to consolidate teaching that has already taken place as well as encourage recall, rehearsal and flexibility in their maths. Our youngest children in EYFS are encouraged in their fluency through daily routines. These are changed regularly and designed to promote the children's interests.
Year Group learning
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|The Year 2 learner at Kimpton Primary school.docx||Download|
|The Year 3 learner at Kimpton Primary school.docx||Download|
|The Year 4 learner at Kimpton Primary school.docx||Download|
|The Year 5 learner at Kimpton Primary school.docx||Download|
|The Year 6 learner at Kimpton Primary school.docx||Download|
Provision for all
All children at Kimpton Primary school will be successful in their maths learning. Where first quality teaching is no longer supporting a child to sufficiently reach their potential, additional learning strategies, materials and activities are implemented. Support such as using additional, targeted teaching steps to consolidate understanding in class is often used. Teachers may implement a sequence of learning that back tracks previous concepts so that children can make rapid progress. Teaching staff pre-teach smaller groups specific vocabulary or read questions for children who have difficulty accessing worded problems or language. Reading should never to a barrier to succeeding in maths. Manipulatives are an integral part of all maths teaching at our school and are used when individuals might also need greater modelling or support during the concrete learning stage,
Where there is a specific cognitive difficulty children are supported in small learning groups or individually if necessary. We also have computing software that helps children to over learn and consolidate mathematical concepts whilst working at their own pace to improve their confidence and experience success. For children will specific maths learning difficulties, such as dyscalculia, teachers work closely with other professionals and the school SENDCo to plan specific provision.