Early Mathematics is the development of young children’s skills from being able to count and recognise shape, to the ability to recognise, order, compare and calculate increasingly larger numbers in a variety of ways, measure, read time, handle money, fluently recall number facts, recognise shape and their properties and provides them with the skills in how to problem solve, reason and be resilient within their learning.

Children do not automatically learn this and skills need to be specifically taught that are sequential and progressive to develop knowledge and skills which can be securely demonstrated by our pupils. Providing high-quality learning experiences, allows us to create the necessary foundation to help children master essential Mathematical understanding and problem solving skills.

Once children have these necessary foundations, their journey in Mathematics continues through increasingly more complicated calculations, Mathematical concepts, reasoning and problem solving that both engage and further develop their skills as a Mathematician.

Maths is an essential element of the Oxhey First School's curriculum with clear, progressive learning that is child centred, creating curious resilient learners.

Intent:

To ensure that children have a secure understanding of all mathematical concepts, we use the CPAR approach (Concrete, Pictorial, Abstract and Reasoning). The CPAR approach allows children to make clear links between practical equipment, pictorial representations abstract numbers and embed these skills by reasoning mathematically. Children are able to use this approach to help them to learn new ideas and build on their existing knowledge by introducing abstract concepts in a more familiar and tangible way.

We build on this with rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.

This ensures that across the Children First Learning Partnership we provide a high quality maths curriculum that is both challenging and enjoyable, whilst expanding inquisitive and resilient minds.

Please see here to see our curriculum intent.

Our Policy:

At Oxhey First School, we aim to achieve the following from our Mathematics curriculum:

‘Mastery’ is something we want all children to achieve and involves utilising a range of strategies to help children develop a deep and secure knowledge and understanding of Maths.
All staff model positive attitudes towards Maths and a belief that all pupils can succeed.
An enjoyment and curiosity of mathematics and for children to feel confident to become successful;
Children’s abilities to use and apply mathematics to solve problems in both the classroom and in ‘real life’ contexts;
A confidence to communicate ideas in written form and orally;
Independent and collaborative ways of working, encouraging children to share ideas and solve problems together;
A wide range of mathematical vocabulary to be modelled and used in the classroom;
The children’s ability to recall mental facts accurately and quickly and using effective written calculation methods;
Children’s logical thinking, reasoning and ability to problem solve as transferable life skill

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Our Calculation Policy:

The calculation policy shows the different methods that we use to teach the children how to solve addition, subtraction, multiplication and division problems. The policy is progressive across the school and it follows the CPAR (concrete, pictorial, abstract and reasoning) approach.

Please click here to see our calculation policy

Unit Pathway:

Lessons are planned from the Programmes of Study from The National Curriculum. Teachers ensure that children's prior learning is secure at the beginning of a unit so that new content can be understood. The Programmes of Study are broken down into smaller steps to ensure that lessons are progressively linked and that they are driven by sharp learning objectives. Daily assessment within maths units allows children to move fluidly as and when they are ready.

The document below shows a planned teaching sequence that a unit of mathematics lessons may follow in order to promote the sequential and progressive development of knowledge which can be securely demonstrated by our pupils.

Maths Unit Pathway

Lesson Pathway:

Each lesson is carefully planned to ensure that all children are given the best opportunities to demonstrate their knowledge and understanding. A range of different teaching methods, materials and contexts are used to help the children to make links.

The document below identifies the key elements which we believe are important to incorporate into our Mathematics lessons in order for them to build on previously taught knowledge and also to deepen and secure key concepts.

Maths Lesson Example

Our Progressive Maths Curriculum:

To ensure that children are taught and remember the appropriate knowledge and skills relating to Mathematics, we have created a progressive breakdown of the National Curriculum expectations. This draws on the skills and knowledge being taught across all subject areas and hopes to contribute to the development of key concepts and themes in a deep and connected way.

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Subject Specific Vocabulary:

Mathematical language is extremely important to children's mathematical thinking. Key vocabulary is introduced to the children during each unit and it is displayed clearly on the working wall. Vocabulary for addition, subtraction, multiplication and division is displayed in the classroom at all times for the children to refer too.

All adults model the correct use of mathematical language and children are encourage to do the same. By encouraging the children to use the correct terminology they are able to develop a much stronger understanding of mathematical concepts. Sentence stems are used to support children to speak about their work in full sentences. Children understand and remember concepts far better when an answer is given within the context of a number sentence.

Key Stage Breakdown:

To ensure the highest emphasis is placed on both the teaching and the learning of new knowledge and skills we have also clarified when it will take place within our topics and the subject specific gains our children will make in terms of what they will know and be able to do.