Maths
Curriculum Intent
The national curriculum for mathematics intends to ensure that all pupils:
- Become fluent in the fundamentals of mathematics, 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. Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.
At Stockton Wood, we follow the White Rose Mastery Maths Scheme from Reception to Year 6. The schemes of learning are organised into domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other curriculum subjects. In Nursery, we follow Master the Curriculum’s Maths Scheme which includes a weekly nursery rhyme and hands on, practical maths lessons to engage our youngest learners and ensure they make good progress.
When teaching mathematics at Stockton Wood, we intend to provide a curriculum which caters for the needs of all individuals and prepares them for the next stage of their mathematical learning at secondary school; and to be able to apply their mathematical knowledge in everyday situations in order to be successful in life beyond school. Our curriculum allows children to better make sense of the world around them relating the pattern between mathematics and everyday life.
We incorporate sustained levels of challenge through varied and high-quality activities with a focus on fluency, reasoning and problem solving. The Mastery teaching of Mathematics requires pupils to explore Maths in depth, using mathematical vocabulary to reason and explain their workings. A wide range of mathematical resources are used and pupils are taught to show their workings in a concrete, pictorial and abstract form wherever suitable. They are taught to explain their choice of methods and develop their mathematical reasoning skills. We encourage resilience, adaptability and acceptance that overcoming barriers is often a necessary step in learning.
The intention is that the majority of pupils will move through the schemes of learning at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich mastery and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
Curriculum Implementation
Every class from EYFS to Y6 follow the White Rose Schemes Of Learning which are based on the National Curriculum. Lessons may be personalised to address the individual needs and requirements for a class but overall coverage and consistency is maintained. We are part of the North West Maths Hub and both encourage and embrace collaboration with other schools.
We implement a concrete, pictorial and abstract (CPA) approach through high quality teaching delivering appropriately challenging work for all individuals. To support us, we have a range of mathematical resources in classrooms including Numicon, Base10 and place value counters (concrete equipment). When children have grasped a concept using concrete equipment, images and diagrams are used (pictorial) prior to moving to abstract questions. Abstract maths relies on the children understanding a concept thoroughly and being able to use their knowledge and understanding to answer and solve Maths without equipment or images.
Using the progression documents, the teaching of Mathematics year to year builds progressively on the skills taught in previous year groups.
Quality first teaching and effective teacher modelling ensures children are moving forward in their learning and receiving support promptly and effectively. Teachers refer to calculation policies to ensure consistency across year groups.
Teachers ensure children have the opportunity for self-assessment and for collaboration with their peers.
‘Working walls’ are in each classroom to provide key information for the children to refer to.
Retrieval of prior learning is a priority at Stockton Wood. Every class from KS1-KS2, complete daily Flashback 4 activities to revisit and reinforce key Maths concepts previously taught.
Throughout our teaching, we continually monitor pupils’ progress against expected attainment for their age, making formative assessment notes where appropriate and using these to inform our teaching. Prior knowledge assessments are completed at the start of each teaching unit to identify misconceptions and inform future teaching. Summative assessments are completed at the end of each teaching unit using WRM end of block assessments and at the end of each term using our SONAR assessment system; their results form discussions in termly Pupil Progress Meetings and inform future teaching and support. The main purpose of all assessment is to always ensure that we are providing excellent provision for every child.
As a school, we celebrate LLP Maths Party Day and NSPCC Number Day by holding whole school Maths themed days. We also plan competitions such as TTRS weekly battles to engage and enthuse children.
At Stockton Wood, we are part of the ‘Lifesavers’ programme for delivering our Financial Education Curriculum and are proud to have our own school bank run by cashiers made up from our school community: children, parent volunteers and school staff.
Mathematics in The Early Years.
Number fluency is continually developed within early years, our Mathematical curriculum covers ‘Number and Shape, Space and Measures.’ Children participate in short Maths sessions daily and are given time to explore mathematical concepts, test ideas, develop their understanding and practise taught skills through play. Maths can be found in all areas of our provision and children experience it in a purposeful and meaningful context within their play and daily routines. Children are encouraged to use their mathematical understanding and skills to solve real life problems and practitioners are trained to identify and extend opportunities to foster this.
Curriculum Impact
Evidence in Knowledge
Pupils know how and why Maths is used in the outside world and in the workplace. They know about different ways that Maths can be used to support their future potential. Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations. Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times tables.
Evidence in Skills
• Pupils use acquired vocabulary in Maths lessons.
• They have the skills to use methods independently and show resilience when tackling problems.
• The flexibility and fluidity to move between different contexts and representations of Maths impacts upon resilience and enjoyment.
• Children show a high level of pride in the presentation and understanding of their work.
• The chance to develop the ability to recognise relationships and make connections in Maths lessons enthuses children.
• Teachers plan a range of opportunities to use Maths inside and outside school.
Pupil Voice
Through discussion and feedback, children talk enthusiastically about their Maths lessons and speak about their love of learning. They can articulate the context in which Maths is being taught and relate this to real life purposes. Children show confidence and believe they can learn about a new Maths area and apply the knowledge and skills they already have.
Outcomes
At the end of each year we aspire for all children to have achieved Age Related Expectations (ARE) for their year group. Some children will have progressed further and achieved greater depth (GD). Children who require additional support through Individual Education Plans do so with the intent to narrow the gap between peers.
Rec-Y6 Maths Curriculum Overview
Nursery Maths Curriculum Overview
Maths Chatter
Tricky Maths in Year 5
This week we challenged ourselves to use a protractor to measure and draw angles. Those of us that were confident helped others.
Year One – Maths
Wonderful counting in tens and ones today using a range of practical resources! Good use of 100 squares to record the final answers.
Year 6 Angles
Year 6 enjoyed applying their knowledge of shape to solve different angles created on the classroom tables. The children used protractors and specific rules to ensure all the angles were correct and precise.
Maths- Class 6MR
We constructed 3D shapes from nets which helped us to develop our spatial reasoning and problem-solving skills. A fun and engaging way to explore 3D shapes, their properties and the relationships between 2D and 3D forms.
Maths games
One of 5M’s favourite maths games is the ‘Place value’ game!
We particularly like it when we try to beat the teacher 🤩
Year One – Big Friday Quiz
Wonderful retrieval of prior learning in our Big Friday Quiz today. Well done everyone! Our winning team scored full marks!
Maths, shapes 🟥🔵🔺
In maths we have been learning all about 2D and 3D shapes. Today we have been looking at what 2D shapes we can see in the 3D shapes. We used our printing skills to help us do this. 🎨
3D Shapes
This week we have been exploring 3D shapes and their properties. We have used paint to print the faces of the 3D shapes.
Year 6- Arithmetic treasure hunt
Year 6 enjoyed taking Maths out of the classroom to revise key arithmetic skills learnt this year!
Big cook, little cook
Mrs Sefton made us smile today…we walked into Nursery and spotted the scales and baking ingredients and we knew straight away it was time for big cook, little cook! We weighed all the ingredients, and carefully mixed them together to make lemon tarts! We enjoyed eating them at snack time.
Watching the crane!
We were so excited when we spotted the crane from our garden! The children used words to describe the size of the crane (huge, gigantic, enormous) and we took turns in talking about what we thought the crane might be doing.
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Maths Treasure Hunt Y6
We worked with a partner to solve as many of the arithmetic questions we could find! A fun way to revise our mathematical strategies!
Making Equal Groups
As a class we grouped 30 counters into equal groups. We could do this in groups of 2,3,5 and 10.
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Making arrays
Today we having been looking at arrays in maths. We have looked at columns, rows and completed the stem sentences.
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Year One – Maths
Great adding equal groups in Maths today. Good partner work, use of counters and hundred squares to solve each question.
Have a fun Easter Break!
5M had a lovely afternoon after working so hard all morning 🥳🤩
Maths – tall and short
We have been learning about tall, short, taller and shorter. We compared beanstalks, and talked about which was the tallest and which was the shortest.
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Maths- Odd and Even
Today in reception we have explored odd and even numbers. We made our very own odd and even monsters 👹
Maths- capacity
we have been exploring the language:
full, nearly full, nearly empty and empty.
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Year 5 Maths CPA
Even when not in our classroom, we will always find time to use concrete, pictorial and abstract resources to support our maths learning.
Year 2 Maths
This week we looked at capacity, here we are comparing the capacity of different containers.
Year One – Mathematics
Super skills displayed whilst exploring the mass of objects. Good use of ‘lighter and heavier’ vocabulary when comparing the mass of classroom objects.
5M LifeSavers Big Question 4: How does our money help others?
We had some really interesting conversations about how your money can go a long way and can help a lot of people, when we choose to spend or donate it!
Year 6- Drawing shapes accurately
6B worked hard using a ruler and a protractor to measure and draw both angles and lengths accurately.
Maths
We are looking at height and length using the language, tall, taller, short, shorter.
we organised ourselves into height order.
Year One – Maths
Amazing partitioning into tens and ones in maths today! Good use of base ten and part whole models.
Stay and Learn
3McK enjoyed being mini teachers for the afternoon as they taught their adults how to measure shapes and work out their perimeters. Thank you to all the adults who attended!
Maths teamwork 5H
5H have been working hard this week to master long multiplication. Today we worked together on our reasoning and problem solving question.
Jam Sandwiches
In maths reception have been exploring sequencing by ordering and following instructions on how to make a jam sandwich.
Year 6- Investigating angles
In Maths, Year 6 have been learning about vertically opposite angles equalling the same amount.
Year 5 Parent Stay and Learn session
5M thoroughly enjoyed a bit of competition when solving two step word problems in our parent stay and learn session. Everyone was successful and seemed to have lots of fun. It is also evident that we have some great Mathematicians in our class!
Year 5 Stay and Learn
Wonderful stay and learn today. Solving maths problems in teams to win prizes! Well done everyone, we have some great mathematicians.
3M Stay and Learn
Thank you to those who were able to come to our stay and learn session focusing on measuring perimeter.
Maths Stay and Learn
Thank you to all the adults that came to our stay and learn this half term. We hope you enjoyed learning how to measure perimeter!
Stay and Learn
Thank you to everyone who joined us for stay and learn. We loved showing our grown-ups some of our times table games.
Stay and Learn Y6MR
Thank you to all parents who came to support our stay and learn today. Multiplication bingo and magic squares made for a fun maths morning.
Year 6- Stay and Learn
6B enjoyed multiplication bingo and solving Magic Square problems in our parent session this morning!
Stay and Learn
Year 1 had a lovely time learning all about the history of St Valentine. We had fun with some Valentines maths problems too! Thank you to all our families for coming along!
Year One – Stay and Learn
We’ve had a fun filled afternoon learning all about the history of St Valentine and used our problem solving skills to solve calculations using numbers up to 20.
Year 4 ~ Stay and learn
Thank you for all the parents that came to join us this morning. Our session’s focus was times tables.
Stay and Learn
We have had a fantastic afternoon with our stay and learn! We enjoyed showing off our learning. Thank you to our families who helped us with our maths focus today!
Stay and Learn
Thank you to all our families who joined us for stay and learn this morning! It was a huge success and the children really love welcoming their families into their classroom. We made our own dough, made some porridge and tasted it just like Goldilocks, cutting and sticking, and fine motor activities. The children really enjoyed it and we hope you did too 🥰
Big Cook, Little Cook
Have a look at our ingredients…what do you think is on the menu today? We had to listen really carefully to Mrs Sefton as she told us the steps of the recipe…
Year 5 CPA Maths!
5M consolidated their learning in Maths today, when they replaced the concrete resources with pictorial representations. This helped them to understand the mathematical concept further.
Year 5 – Concrete resources
5M used concrete resources in Maths today to help us add mixed numbers.
Year 1 Maths
1C worked really hard in maths this morning. We used concrete resources and pictorial representations to calculate near doubles. We will carry on with this learning next week!
multiplication and division
Year 4 have been enjoying Maths lessons this week. We have been using our resources to help with our multiplication and division.
Subitising 3
Did you know…we can now subitise 3! This means, if we see 3 objects together, we no longer need to count them! We know there are 3 objects just by making links and noticing patterns.
