Numbers:

As part of the Early Learning goals in Reception the children learn to:

• count reliably with numbers form 1 to 20, place them in order and say which number is one more or one less than a given number;
• add and subtract two single-digit numbers and count on or back to find the answer;
• solve problems, including doubling, halving and sharing.

Shape, Space and Measures:

As part of the Early Learning goals in Reception the children learn to:

• use everyday language to talk about size, weight, capacity, position, time and money to compare quantities and objects to solve problems;
• recognise, create and describe patterns;
• explore characteristics of everyday objects and shapes and use mathematical language to describe them.

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.