We are passionate about maths here at Woodthorpe Infant school. We believe that maths is the same as every other subject, the more you practise, the better at it you will become. We work extremely hard to ensure that all the children feel confident in maths and have a strong and deep understanding of the number system. Maths at Woodthorpe is fun and every child becomes a mathematician.

Intent

The intent for maths is based on our curriculum driver: be brave. This driver will be evident in every maths session and staff and children will be able to explain how they are being brave. We intentionally slow down to notice mathematical ideas and concepts and focus on the children’s depth of mathematical understanding. This ensures that key skills and understanding are embedded. We avoid focusing on speed of response in maths. This improves the children’s confidence, avoids maths anxiety and ensures that the children love maths. These elements combine to ensure that changes are made to the children’s long-term memory.

Implementation

At the start of each lesson, the children complete a WIS quiz which recaps previous learning in maths. Longitudinal learning is included in the WIS quiz and is also taught through regular classroom routines. For example, measuring water for our class plants and telling the time every day. We have split our academic year into three terms: autumn, spring and summer. For each term we have carefully planned maths coverage to build on mathematical concepts and understanding. The quality of teaching and learning in maths will be monitored during the year and data collection points will take place at three points throughout the year.

In key stage 1, the 'White Rose' overview' has been adapted and reorganised to enable a strong focus on place value and number. Some ‘units’ have been slimmed down as they are covered by our longitudinal learning such as using units of measurement. The early years statutory framework has been mapped to create a ‘Number Sense Programme’ medium term plan. We have adapted the ‘Number Sense Programme’ medium term plan and using this, alongside development matters, have created our F2 medium term planning. We continue to use 'Number Sense' as the basis for our planning for the first half term of year 1 to ensure a smooth transition from F2 into year 1. The ‘Number Sense Programme’ is also used for stand-alone number sense lessons at different points in the year in KS1. 

We encourage the children to share, discuss and celebrate their mathematical mistakes so that they can be used as a learning opportunity. The ‘Learning Powers’ enable the children to take control of their learning. The children are encouraged to be brave and independent through the use of our ‘Learning Powers’ which provide the children with guidance on what to do when they are stuck.

Our lessons are carefully designed to build the children’s confidence and ensure that they can be brave. Our lesson design focuses on the following:

• WIS quiz – key skills and knowledge are rehearsed and embedded
• Noticing activity – taking time out to notice and talk about mathematical ideas and concepts
• Stem sentence or generalisation – a sentence to support learning and/or embody a mathematical concept
• Guided Practice – the teacher guides the whole class through a series of small steps to develop the children’s understanding of the mathematical concept. The children are guided and supported by the teacher through these small steps. This enables the teacher to check the children’s understanding and ensure that the children are supported if necessary, during reciprocal practice.
• Reciprocal practice – structured learning challenges (low floor, high ceiling) enable all children to work on fluency, problem solving/reasoning and promote challenge
• Plenary – an opportunity to celebrate children who have been brave during the lesson and have used their learning powers and have shared their mistakes. We use the mantra, ‘mistakes make your brain grow.’

Impact

All children will be exposed to high quality teaching and learning that contributes to deep learning and changes being made to their long-term memory. We assess learning against the early years foundation stage profile and the national curriculum objectives. As a school, we understand that deep learning takes place when knowledge and concepts are revisited regularly and when children see the interconnectivity of mathematical concepts. We will ensure that children are resilient when learning mathematics and our lessons are designed to alleviate maths anxiety. This will ensure that children become confident, happy mathematicians.

Number Sense

In Foundation 2 the Number Sense Early Years programme is used to ensure a strong understanding of numbers to 10 and is incorporated into maths lessons.