Limpsfield C.E. Infant School

Mathematics

Intent

At Limpsfield C. E Infant School it is our intent to provide children with a high-quality, broad and challenging Mathematics curriculum. The exciting learning journey will allow for all children to become fluent in the fundamentals of maths, developing their conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. Children will be able to reason mathematically by justifying, making links to known facts, or providing proof using mathematical language. Understanding of concepts will be challenged through solving problems by applying their mathematical knowledge. Links within other subjects will be highlighted and skills and mathematical knowledge will be applied. We will equip children with the foundations of mathematics that are essential to everyday life.

Implementation

At Limpsfield the children begin their mathematical journey by working through the Early Learning Goals. Mathematics in Reception is taught through a purposeful whole class maths input and through continuous provision with carefully scaffolded and meaningful interactions with the children during their learning. Through the use of our purposeful outdoor classroom children embed their skills and knowledge. Practitioners will deepen the children's understanding and ability to reason mathematically through high quality questioning, and by introducing new vocabulary and specific skills. When teaching using Maths Mastery, there are 5 principles to consider. All the principles are carefully thought about and included in the teaching to help expose the children to different mathematical concepts.

  1. Representation and Structure: representation that exposes the structure of the Maths
  2. Variation: procedural and conceptual variation
  3. Mathematical Thinking: deep learning where patterns and relationships are explored and children justify and explain
  4. Fluency: being able to quickly and efficiently recall facts with accuracy and be flexible in applying them in different contexts
  5. Coherence: prior learning is built on using small, carefully sequenced

Throughout Key Stage 1, we follow the White Rose Maths Schemes of Learning and supplement this with resources from NCETM Mastery Documents to teach a broad and challenging curriculum. Our Mathematics curriculum will provide many opportunities for children to develop confidence and fluency with whole numbers, counting and place value. The use of practical equipment, such as concrete objects and measuring tools, will support the children to gain a deeper conceptual understanding before being challenged through tasks and questions to explain their reasoning and solve a range of problems. The children are equipped with the skills to recognise shapes and their properties and measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.   

A variety of methods are used to find out what the children know and understand. Lesson activities are scaffolded to suit the different abilities and learning styles. Mathematics lessons allow for collaborative learning and thus encourage children to talk in pairs, small groups or through class discussion, to share learning. For those children who grasp concepts rapidly, they will be challenged through a range of problems, whilst those not sufficiently fluent will be provided with opportunities to consolidate their understanding through additional practice.

Impact

 Through the delivery of our Mathematics curriculum we expect our children to be fluent in the fundamentals of Mathematics, have a deep conceptual understanding and have the ability to recall and apply knowledge rapidly and accurately. The children will be able to reason mathematically by following a line of enquiry, and develop an argument/justification or proof using mathematical language. They will also be able to solve problems by applying their Mathematics to a variety of standard and non-standard problems with increasing sophistication.