Early Mathematics (EYFS)
An engaging and encouraging climate for children’s early encounters with mathematics develops their confidence in their ability to understand and use maths.
At Brookvale Primary School, we are passionate about the teaching of early mathematics. We actively introduce mathematical concepts, methods, and language through a variety of engaging and stimulating practical experiences. We guide children to see connections of ideas within mathematics as well as with other subjects, developing their mathematical knowledge throughout the day and across the curriculum. We encourage children to communicate, explaining their thinking as they interact with mathematics in a deep and sustained way.
We ensure that children have sufficient practice to be confident in using and understanding numbers which provides a strong basis for more complex learning later on. Focus is placed on the use of concrete resources to develop deep structural knowledge and the ability to make connections, with the aim of ensuring that what is learnt is sustained over time.
Mathematics in Years 1-6
We are committed to ensuring that all children are mathematically proficient and confident in the use of maths in their everyday lives. As such we teach for maths mastery designed to ensure all children develop a deep and sustainable understanding of age-appropriate mathematical concepts, which can be built upon in the future.
Building on relevant educational research, our maths curriculum has been responsive to the concepts of retrieval practice, interleaving learning and spaced retrieval. We understand that children need regular opportunities to revisit prior learning in order to commit mathematical understanding to long term memory. We follow the progressive programme of study outlined by White Rose Hub (aligned to the DfE ‘Ready-to-Progress’ statements) to ensure that children have regular opportunities to revisit and recall prior learning alongside acquiring new mathematical skills and knowledge through fluency, reasoning and problem solving.
When we plan our lessons and sequences of lessons we structure the learning so that all pupils work through new content together as a whole group. Although we do not differentiate the learning task by reducing the level of difficulty for certain groups, the questioning and scaffolding that individual children receive in class will differ. Teachers allow time for children to fully understand, explore and apply ideas, rather than accelerate through new topics. Pupils’ difficulties and misconceptions are identified through immediate formative assessment and addressed with rapid intervention. This approach enables pupils to truly grasp a concept.
All children are supported in lessons by having the opportunity to make use of a range of resources, ensuring concrete, pictorial and abstract methods are accessible to all.
Fluency comes from deep knowledge and practice. At early stages, explicit teaching of multiplication tables is important in the journey towards fluency and contributes to quick and efficient mental calculation. We teach multiplication both through progressive teaching sequences (beginning in Year One) and through daily multiplication chanting and recall of the times tables appropriate for each year group. At Hill West we teach multiplication tables in the following year groups so that children are proficient in the rapid recall of all multiplication tables up to 12×12 by the end of Year 4
– Year 2- 2s, 5s and 10s
– Year 3- 3s, 4s and 8s
– Year 4- 6s, 7s, 9s, 11s and 12s.