Maths

Subject Statement

Maths is a skill we use on a daily basis and forms an essential part of everyday life.

Intent:

At Tibshelf Infant and Nursery School the intent of our Mathematics Curriculum is to help all pupils develop an enjoyment of Maths and a ‘can-do’ attitude towards the subject. We intend for all children to:

• become fluent in the fundamentals of Mathematics
• be able to reason mathematically, with increasing accuracy in their use of mathematical vocabulary
• be able to solve problems by applying their mathematics to a variety of challenges in a flexible and efficient manner
• be given the opportunity to apply their learning in Maths lessons to other subject areas, such as Science, and in doing so to develop an understanding that Maths is essential to everyday life.

We also ensure that all pupils and staff adhere to the belief that by working hard, all children can succeed in Mathematics.

Implementation:

EYFS

Nursery children have specific Maths learning planned around and supported by The Early Years Foundation Stage Framework 2026. Children access this intended learning through a high quality resourced environment and adults supporting children with high quality interactions through their play. When appropriate, children will also access short carpet input as a whole class, small group or one to one session. As children move into Reception, they continue to work on the Maths areas outlined by the statutory framework. In order to ensure clear progression across the whole school, Reception children begin to follow the White Rose Scheme of learning through daily whole class inputs which identifies the foundational knowledge children need to know to ready for Key Stage 1. All children will be expected to join in with the whole class input and adults will prioritise following up groups and individuals who are identified as needing extra practice to help them remember what has been taught. The continuous provision and resources are planned to ensure maximum opportunities for children revisit and practice this foundational knowledge.

Assessment

Teachers in Nursery assess chidlren against the Maths area of learning and Birth to Five guidance to make teacher judgements at termly intervals throughout the nursery year. Children in Reception are assessed using the standard Reception Baseline Assessment within the first few weeks of starting. Adults also complete regular assessments against the Maths area of learning and Birth to Five guidance. This robust assessment system allows for children who are not securing the intended foundational knowledge to be identified swiftly and vulnerable children to be supported quickly to reduce the gaps. At the end of Reception, children are assessed against the Early Learning Goals for Number and Numerical Pattern. Whilst Space, Shape and Measure has been removed from the Early Learning Goals, these are still delivered through both following the White Rose scheme of work and continuous provision activities linked to other topic areas. 

Key Stage One

Children in Key Stage One continue to be taught using the White Rose Maths Scheme, ensuring there is complete coverage of the national curriculum by the end of the key stage. Children are taught maths lessons daily in mixed ability groups using a mastery approach. Teachers use the White Rose Scheme to carefully plan the small steps required in each unit of learning. If appropriate, this may be supplemented with other resources. To support retention of knowledge, children complete a flashback each session to help make links between prior learning that has taken place and new intended learning. Maths fluency is developed by using White Rose Fluency Bee sessions in Years 1 and 2. These are short sessions delivered daily in addition to the White Rose scheme of learning. To develop pupils’ fluency in arithmetic strategies and additive and multiplicative facts, we use a range of strategies both in class and at home, including the use of rekenreks, manipulatives, stem sentences developed by the NCETM and the TTRockstars and Numbots online resources. Teachers model the use of precise mathematical vocabulary with a real focus on oracy. We expect that pupils also become more confident and accurate in their use of mathematical vocabulary.

Assessment

Formative and summative assessment are used to identify pupil progress and any gaps in knowledge. At the end of each unit of work, children complete the corresponding White Rose end of block assessment. During robost monitoring and pupil progress meetings, children who need swift interventions are identified quickly and planned for. Children’s learning is evidenced through photographic and written pieces within a Maths book throughout Key Stage One. At the end of Key Stage One, children complete the standardised Testbase assessment to inform end of key stage outcomes which are shared with Townend Junior School as part of transition to ensure children are ready for the next steps moving into Key Stage Two and beyond.

Impact

We will know our intentions are successful because children will:

• become resilient, fluent mathematicians who are able to apply their knowledge and understanding to different problems and contexts
  children will develop a lifelong enjoyment of mathematics
• end of EYFS ELG for Number and Numerical Pattern will increase to be more in line with National data

Now that the end of Key Stage 1 (KS1) National Curriculum assessments are optional there is no official mandatory average score in Maths that children are to be measured against. However, prior to end of KS1 testing becoming optional in 2023, the national expected average for children to achieve the expected standard sat around 70% and we will continue to strive for these figures. Children will be assessed using internal measures and standardised score systems that follow similar processes to the original testing framework. Children will also be measured against the amount of individual progress they have made should early intervention requirements have been identified and actioned.