Number:

Children at the expected level of development will:

• Have a deep understanding of number to 10, including the composition of each number;
• Subitise (recognise quantities without counting) up to 5;
• Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.

Numerical patterns:

Children at the expected level of development will:

• Verbally count beyond 20, recognising the pattern of the counting system;
• Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity;
• Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

Progression into KS1 and KS2

Our work in the Early Years flows into our KS1 and KS2 curriculum, which follows the National Curriculum for mathematics:

• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
• can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Progression of knowledge and skills through Years 1 to 6:

We use the following progression maps for mathematics created by the NCETM (National Centre for Excellence in the Teaching of Mathematics) to guide our teaching and learning:

Key Learning through Years 1 to 6:

Whilst teaching the whole mathematics curriculum as detailed above, we also focus on key elements within the programmes of study, that, if mastered, demonstrate a child’s grasp of understanding of that facet of the national curriculum. These have been taken from guidance published by the National Association of Head Teachers, and are set out for each year group below.

Taking a "mastery" approach:

Kingswood Primary School started a new journey with our mathematics learning in 2017 and we currently adopt a mastery approach to the teaching and learning of this subject in our school. Underpinning this approach is the belief that all children should work together to become fluent mathematicians who are able to reason and solve a variety of problems by applying what they have learned in a range of contexts.

Conceptual understanding is developed through concrete (physical) and visual representations and children demonstrate their learning through "Do it" tasks which are carefully prepared by teachers. Children are given the opportunity to explain their reasoning as part of "Twist it" tasks in the daily maths lessons. They are also challenged by being exposed to a variety of rich and sophisticated problems, labelled "Solve it" challenges. Through daily assessment and observation, we are able to support and accelerate learning for each pupil.

Classes in Key Stages One and Two hold "Review it" sessions daily which enable the children to practise, embed and therefore become fluent in their number facts and working with number and the four operations (+, -, x and ÷). We encourage a positive mindset in our children and believe that all children are able to succeed in mathematics.

As a school we work closely with the GLOWMaths hub (Gloucestershire, Oxfordshire and Worcestershire). One of our teachers is a Primary Maths Specialist in Teaching for Mastery and supports other local schools to develop this approach.