By the end of Year 6, we want children to be masters in number and self-assured reasoners. Children will be fluent in a range of number facts based around addition, subtraction, multiplication and division. They will be able to confidently recall this knowledge using a variety of taught strategies. Children will have well developed reasoning skills which allow them to independently solve problems by making connections with learnt number facts and be able to explain their process with conviction.By the end of Year 6, we want children to be masters in number fluency and self-assured, curious reasoners. Children will articulate and justify their understanding and will be fluent and secure in a range of number facts based around addition, subtraction, multiplication and division. They will be able to confidently recall this knowledge using a variety of concrete,pictorial and abstract strategies. Children will have well developed reasoning skills which allow them to independently and collaboratively solve problems by using calculation skills, making connections with learnt skills and being able to explain and justify their process with conviction applying it to real life context.
In EYFS, Maths is based around Mastery Number. Nursery focuses on subitising small quantities (up to 3) and this is practised through oral instructions and in everyday conversation. Nursery also practises counting through gross motor skills (e.g. jumping in puddles) and fine motor skills (e.g. beads on a string). In Reception, Maths follows the Mastering Number yearly overview and progression. There are daily sessions which are taught as a whole class. Throughout the day, Maths is incorporated into everything children do. Throughout the week, there should be continuous provision activities which are linked to the Maths taught that week.
Dual counting (11, 12, 13, etc & ten-one, ten-two, ten-three, etc) should be used in Maths lessons so that there is consistency in delivering the sessions of Mastering Number and it embeds the understanding of numbers from 11-19.
We deliver a Mastery Curriculum, using targets taken from the National Curriculum, across school to ensure that there is appropriate breadth and depth in our maths curriculum. Pupils have many opportunities to practise the basic skills and memorise key number facts such as number bonds and times tables to help them develop greater fluency in their mathematical development. There are also many opportunities for children to develop their mathematical reasoning and problem solving.
From Year 1 to Year 6, we deliver a mastery curriculum using targets taken from the National Curriculum, supplemented by using a mix of resources from the White Rose Maths scheme, NRICH, NCETM, I See Reasoning, Testbase, Third Space Learning, the CGP textbooks and Target Your Maths textbooks. The underpinning pedagogy of oracy is a foundation of every Maths lesson, which is supported by Maths Talk and lesson structure focusing on ‘DELBAR’, where pupils start with ‘Do It Now’ recall/ reactivate activity, which links onto a previous learning or learning to be considered. Following the ‘Engage’ part, which enables pupils to explore a mathematical concept, linking to discussion and reasoning for example ‘Maths Talk’. This is an opportunity for pupils to explore, collaborate and justify their thinking. The ‘Learn and Build’ part of the lesson is the learning , which involves scaffolding of teacher’s modelling and pupils responding to that using (I Do, We Do, You Do in order that is responsive to the live teaching) following Rosenshine Principles. Throughout the lesson, hinge questions should be used to assess the pupils’ understanding in the moment and react to this effectively with support or release. This builds onto an ‘Apply’ part, which is adapted to the needs of pupils depending on their understanding with support from adults, peers or independent learning. It is important that there is an appropriate level of challenge for all pupils, including problem solving and reasoning. The structure of the ‘Apply’ part should consist of a clear progression from short fluency practice to apply and deepening activities (TAD) where at each stage pupils are encouraged to check their answers before they move on (marking station). The ‘Review’ part is to consolidate learning and for the teacher to have a clear understanding who needs a mop-up and who is secure. A flexible grouping should be seen in every Maths session.
In Years 1 and 2, we use the Number Sense Number Facts Fluency programme to help embed key number facts. In Years 3 and 4, we use the Number Sense Times Table Fluency programme to help embed times table facts. In Years 5 and 6, we consolidate times table facts using targeted times table booklets and Times Table Rock Stars alongside other methods such as chanting and using counting sticks.
Year 1 Number Sense Yearly Overview
Year 2 Number Sense Yearly Overview