Maths with the National Curriculum
Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.
A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. (National Curriculum, 2014).
Intent
At Valley View Primary School, we believe that all of our pupils can achieve in mathematics. We believe that at each stage of learning, children should be able to demonstrate deep, conceptual understanding of a topic and build on this over time. We support children to develop automaticity with key facts and procedures through practice with effective variation and secure fluency by making connections between facts and concepts explicit in teaching. Children will be taught to apply their knowledge in different contexts, explain their thinking articulately, prove solutions, reason and problem solve. Teachers carefully model key stem sentences that explain or generalise about mathematical concepts and mathematical vocabulary is explicitly taught to all children and built upon progressively from EYFS through to Year 6. We aim for all children to be able to communicate their mathematical thinking, justify their ideas, question solutions and reason with confidence; this aim is strongly linked to our cultural capital curriculum intent and is transferred across the breadth of STEM subjects.
Implementation
EYFS
In EYFS, our long term plan is in line with the revised 2023 Early Years Development matters framework and the progression of skills is supported by the NCETM’s 6 Areas of Early Mathematics Learning: ‘Cardinality and Counting’, ‘Comparison’, ‘Composition’, ‘Pattern’, ‘Measure’ and ‘Shape and Space’. In Reception, teaching follows NCETM’s Mastering Number programme for number and numerical pattern and White Rose planning for the teaching of shape, space, measure and pattern.
Year 1-6
From Year 1 to Year 6 we use White Rose schemes of learning and progression documents as a guideline for our medium and long term plans. We follow the White Rose Hub small steps and objectives to inform our planning, ensuring that teaching is engaging, relevant to real life and rich in reasoning and problem solving opportunities.
We use the NCETM ready-to-progress criteria resources alongside our White Rose scheme to ensure our children meet the intended goals for the end of each year. We use this criteria for small group work and intervention to stimulate interaction and discussion, ensuring sessions are guided by pupil responses and metacognitive reinforcement. We also use this criteria at the start of blocks for children who may need to practice and consolidate learning from the previous year. Pre assessments are completed by teachers at the beginning of key blocks of work to ensure any gaps in prerequisite knowledge are identified and closed and all pupils are engaged in appropriately challenging learning from the outset.
Mastering Number in Reception, Year 1 and Year 2
Across Reception and KS1, we have implemented a new and exciting Mastering Number maths project. This project aims to secure firm foundations in the development of a secure number sense for all children from Reception through to Year 1 and Year 2. The aim over time is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number. The programme is also supported with high quality professional development for teachers which ensures consistency and fidelity to the principles of the scheme.
In Year 1 and Year 2, the project is delivered as a 15 minute focused session to ensure the RTP criteria is secure for all pupils, ensuring no child is left behind. Central to the programme is a small, abacus-like piece of equipment called a rekenrek which pupils become confident using to represent the structure of numerical pattern and composition within 20.
| Summary of the key principles and features within the Maths Curriculum | |
| Principle/ feature included | How is this implemented? |
| Opportunities to ‘overlearn’ the key declarative and procedural knowledge within each year group’s content coverage. |
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| Opportunities to develop high quality mathematical talk |
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| Systematic instruction in solving problems of different types of ‘classes’ |
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| CPA approach |
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Maths curriculum links in the wider curriculum
To help embed the real life context of mathematics, we have made sure to provide meaningful opportunities to link maths throughout our broad and balanced curriculum. In history, children gain a sense of time. Through looking at people and events in the past, children develop a sense of chronology by using vocabulary relating to the passing of time and plotting events on a timeline. Within science and geography, there are strong links to statistics and measure. Children hypothesise, gather and analyse data such as sorting categories into Venn and Carroll diagrams and recording data on bar charts, pie charts and line graphs. In art, children experiment using 2D shapes to compose their designs and in design and technology, children learn how to use different shapes to strengthen their structures. In computing, children use directional language and simple coordinates to develop early programming skills (for example when working with beebots or ‘Scratch’.
Coverage
Nursery
| Term | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Mathematics provision | ||||||
| Nursery:
Number and numerical pattern (linked directly to Development Matters) |
Baseline assessments
Counting songs and early number rhymes (including with fingers) Develop ‘counting like’ behaviour Reacting to changes of amount within a group of 3 Begin to use comparative language (different/same) |
Develop subitising to 3
Reciting numbers to 5 Develop 1:1 correspondence (¾) Begin to understand the cardinal principle Develop finger representations to (⅘) Matching quantity and numerals to 3 Begin to use comparative language (lots, more, same) |
Secure subitising objects up to 3 (irregular/ unfamiliar patterns)
Reciting numbers orally to 5 and beyond 1:1 correspondence to 5 The cardinal principle to 5 and beyond Finger representation to 5 and beyond Matching quantity and numerals to 5 (early recording) Begin to use comparative language (fewer than, more than) |
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| Nursery:
Shapes, space, measure and pattern (directly linked to Development Matters) |
Pattern
Notice patterns Arrange things in patterns Shapes Build with a range of resources Complete in set puzzles Climb using different types of spaces Combine objects; place them inside each other and take them out again |
Shape and Space
Understand position through words alone Measure Begin to compare sizes and weights using gestures and early vocabulary (bigger, little, smaller, heavy, high, tall, low) |
Shapes
Talk about and explore 2D shapes using informal language Select shapes appropriately for construction Combine shapes to make new ones Pattern Talk about and identify patterns around them using informal language |
Shape and Space
Describe a familiar route Measure Compare objects relating to size and length |
Shape
Talk about and explore 3D shapes using informal mathematical language Select shapes appropriately for construction Combine shapes to make new ones Measure Compare objects relating to weight and capacity |
Pattern
AB pattern (continuing, copying, creating, completing) Identifying errors in patterns Shape, colour, size and object patterns Body percussion patterns Shape and Space Discuss routes and locations (vocab such as in front of, behind, next to) |
Reception
| Term | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Mathematics provision | ||||||
| Reception: Mastering Number (NCETM); Number and Numerical Pattern Objectives | Baseline assessments
Cardinality, ordinality and comparison of numbers within 5. Develop subitising within 5 (perceptual and conceptual). Compare sets of objects and use the language of comparison. Consolidate counting skills to 10 (verbally) |
Cardinality, ordinality and comparison of numbers within and beyond 5.
Develop subitising within and beyond 5 (perceptual and conceptual) Equal or unequal groups and doubles The ‘shape’ of odd and even numbers Consolidate counting to 20 (verbally) |
Secure a deep understanding of the composition of numbers to 10
Develop conceptual subitising Automatic recall of number bonds to 5 (and beyond) including subtraction facts and doubles facts Comparison including greater than, less than, 1 more and 1 less up to 10 Consolidate counting skills beyond 20 (verballY) |
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| Reception: Shape, Space, Measure and Pattern (White Rose and NCETM 6 areas) | Baseline Assessments
Measures Full and empty Taller and shorter/ longer and shorter Bigger/ smaller Will they fit? (boxes and containers) Pattern Continuing ABC pattern (including from mid unit) Classification, sorting and different attributes (colour, shape, object) Repeated patterns in a line |
Measures
Language of time passing: day, night, today, tomorrow, yesterday, Shape and Space 2D shapes: triangles, circles, squares, rectangles Kadinsky art Shape hunts Positional language |
Measures
Compare height (taller/shorter) Compare length (longer/ shorter) Compare capacity (full, empty, half full, nearly full) Compare weight (lighter/heavier) Measuring with non-standard units Days of the week Begins to sequence events (first, then, now) Develop experience of time durations 3D Shapes Building, matching, printing |
Pattern
ABB, ABBC, continue, complete and spot errors (including from mid-unit) Create their own patterns and record (using different mediums to represent) And within a circle/ border Shape and Space Matching 2D shapes via characteristics, including shapes in different orientations and positions |
Measures
Early estimation of weight, length and capacity Which container holds the most? Ordering objects / containers by length, capacity, height or weight Estimating by linking non-standard units to numerals/ amounts Shape and Space Describe and replicate models of 2D shapes in various orientations and perspectives Solve problems with tangrams |
Shape and Space
Match 3D shapes and models combining 3D shapes in order to identify characteristics, including different orientations and perspectives Describe and replicate models of 3D shapes in various orientations and perspectives Solve problems and make new shapes with right angled triangles (investigate squares, rectangles and parallelograms) Early tessellation problems |
Impact
Teaching staff and support staff use a wide range of formative assessment tools during the lesson to judge the impact that the teaching is having on the children’s learning. Where it is evident that children have not developed a deep understanding of a concept, they will receive immediate intervention and/or verbal feedback. This is a chance for the children to work individually or in a small group; exploring the concept further and addressing any misconceptions that may have arisen. We identify children who would benefit from pre-teach intervention and where appropriate a concept is introduced to them in preparation for the next lesson. This approach is designed to allow the children to ‘keep up’ with their learning rather than having to ‘catch up’ and has a positive impact on the learning taking place.
To further measure the impact of maths teaching and learning we use summative assessments at the end of each term and arithmetic assessments in KS2 at the end of each half term. Summative assessments are designed to cover all of the work that has been covered during that term. This is a helpful tool to measure how deep the children have learned a concept when it is assessed out of context and at a later date to the initial teacher input. Question level analysis of these tests is then completed to measure impact and help inform intervention planning for the next term.
As a school we strive to ensure that our children’s attainment is in line, or exceeds, their potential when we consider the varied starting points of all our children. We measure this using a range of materials, whilst always considering the age-related expectations for each year group. Children will make at least good progress in Maths from their last point of statutory assessment and from their starting point in EYFS. We intend the impact of our Maths curriculum will ensure our pupils are academically prepared for life beyond primary school and throughout their educational journey. Through scrutiny of planning, lessons and books, we can be sure that progress is made across all year groups. If progress is not being made, support is immediate and steps are provided to ensure all pupils achieve and make progress.
Progression Map:
| Year 1 | ||||||||
| Autumn 1 | Place Value | Addition and Subtraction | RTP revise and assess | |||||
| Autumn 2 | Addition and Subtraction | Shape | RTP revise and assess | |||||
| Spring 1 | Place Value | Addition and subtraction | Shape and number revise | Place Value | ||||
| Spring 2 | Length and Height | Mass and Volume | Multiply and Divide | RTP and assess | ||||
| Summer 1 | Multiply and Divide | Fractions | Geometry | |||||
| Summer 2 | Place Value | Money | Time | Assess and secure | ||||
| Year 2 | ||||||||
| Autumn 1 | Place Value | Addition and Subtraction | RTP revise and assess | |||||
| Autumn 2 | Addition and Subtraction | Shape | Money | Assess | ||||
| Spring 1 | Multiply and Divide | Number RTP | Length and Height | RTP Revise | ||||
| Spring 2 | Length, Height and mass | Capacity and temperature | Fractions | Assess | ||||
| Summer 1 | Fractions | Time | ||||||
| Summer 2 | Statistics | Position and direction | Revise RTP | Assess and secure | ||||
| Year 3 | ||||||||
| Autumn 1 | Place Value | Addition and Subtraction | RTP revise and assess | |||||
| Autumn 2 | Addition and Subtraction | Multiply and Divide | Assess | |||||
| Spring 1 | Multiply and Divide | Length and perimeter | Shape | RTP Revise | ||||
| Spring 2 | Fractions | RTP number | Mass and capacity | Assess | ||||
| Summer 1 | Mass and capacity | Fractions | Money | |||||
| Summer 2 | Money | Time | Statistics | Assess and secure | ||||
| Year 4 | ||||||||
| Autumn 1 | Place Value | Addition and Subtraction | RTP revise and assess | |||||
| Autumn 2 | Area | Multiply and Divide | Assess | |||||
| Spring 1 | Multiply and Divide | Length and perimeter | Fractions | RTP Revise | ||||
| Spring 2 | Fractions | Decimals | Assess | |||||
| Summer 1 | Decimals | Money | Time | |||||
| Summer 2 | Time | Shape | Statistics | Position and Direction | Assess and secure | |||
| Year 5 | ||||||||
| Autumn 1 | Place Value | Addition and Subtraction | Multiply and Divide | RTP revise (including shape) | ||||
| Autumn 2 | Fractions | Negative Numbers | Assess | |||||
| Spring 1 | Multiply and Divide | Fractions | Shape | Statistics | ||||
| Spring 2 | Fractions, Decimals and percentages | Perimeter and area | Assess | |||||
| Summer 1 | Shape | Fractions, Decimals and percentages | Revise RTP | |||||
| Summer 2 | Converting Units | Position and direction | Volume | Assess and secure | ||||
| Year 6 | ||||||||
| Autumn 1 | Place Value | Addition and Subtraction | Multiply and Divide | RTP revise and assess | ||||
| Autumn 2 | Fractions, decimals and percentages | Review RTP and assess | Fractions, decimals and percentages | |||||
| Spring 1 | Fractions, Decimals and percentages | Area and perimeter | Assess and review | Geometry and measure | ||||
| Spring 2 | Geometry, position and direction | Ratio | Algebra | Revise RTP, assess and review | ||||
| Summer 1 | Revision and Statistics | SATS | Statistics | |||||
| Summer 2 | Problems: timetables and budgets | Mortgages, bills and salaries | Spatial problems | Reflection and translation | Securing content for transition | |||
Links to scheme detailed progression documents (White Rose and NCETM):
Reception Mastering Number Overview
White Rose NC and RTP Progression Document
Calculation Policies:
Addition, Subtraction, Multiplication and Division Calculation Policies
