- A What maths looks like at LPS 2022 23
- Calculation policy 2022 23
- spiral approach by topic
- year 1 scheme of work
- year 2 scheme of work
- year 3 scheme of work
- year 4 scheme of work
- year 5 scheme of work
- year 6 scheme of work
At LPS we recognise and celebrate how maths has an essential part to play in everyday life. We aim to provide children with the ability to calculate, to communicate, to reason and to solve problems confidently. At LPS we strive to ‘reach for the stars’ and believe all children are capable of achieving and progressing in maths. Our aim for our curriculum to be both ambitious and inclusive; catering for the needs of all of our children.
We aim to provide a high-quality mathematics education with a mastery approach so that all children:
- become fluent in the fundamentals of mathematics
- reason mathematically
- can solve problems by applying their mathematics. (National Curriculum 2014)
We aim to create opportunities to make links across the curriculum so children recognise the role of maths in different contexts. We provide a curriculum that promotes resilience, independence, co-operation, risk-taking and creativity within maths that will equip children with successful learning behaviours to benefit their lives beyond LPS.
Our mathematics curriculum is based upon the ‘Maths No Problem!’ resources. These are fully supported by the Department for Education and they meet the requirements of the new curriculum. The Maths No Problem! primary school series has been created specifically for children living in the UK and is fully aligned to the 2014 curriculum. It provides all the elements needed to teach Maths mastery with confidence and encourage children to talk using math's language.
‘Maths No Problem!’ in used in years 1-6. Teachers use this approach as a spring-board to meet the needs of their own classes by adapting planning and adding the following to all maths lessons:
- Precise questioning and opportunities to test conceptual and procedural knowledge and extend thinking
- Effective use of manipulatives in each lesson to scaffold and demonstrate learning
- Scaffold and challenge that allow all children to access and maximise the learning
Lessons are taught with a balance between whole class work, group teaching, practical tasks and individual practice to encourage mathematical talk, support and independence. Inclusion is achieved by low floor, high ceiling tasks that are tailored to the class. Interventions are well planned and implemented and are based on the individual needs of the class.
An additional daily fluency session (6 -a -day) is also used to embed essential fluency concepts in order for children to confidently use within problem solving and reasoning.
For more detail on what maths at LPS looks like click here.
In the Early Years Foundation Stage (EYFS), we relate the mathematical aspects of the children's work to the Development Matters statements and the Early Learning Goals (ELG), as set out in the EYFS profile document. Mathematics development involves providing children with opportunities to practise and improve their skills in counting numbers, calculating simple addition and subtraction problems, and to describe shapes, spaces, and measures. The profile for Mathematics areas of learning are Number (ELG 11) and shape, space and measures (ELG 12). We continually observe and assess children against these areas using their age-related objectives, and plan the next steps in their mathematical development through a topic-based curriculum. There are opportunities for children to encounter Maths throughout the EYFS (both inside and outside) – through both planned activities and the self-selection of easily accessible quality maths resources. Whenever possible children’s interests are used to support delivering the mathematics curriculum. Towards the end of the foundation stage, teachers aim to draw the elements of a daily mathematics lesson together so that by the time children move into Year 1 they are familiar with a structured lesson / activity. In addition children access a daily ‘mastering number’ session that focusses on the composition of numbers 1-20.
When the needs of a child requires a more personalised curriculum, we use the B-Squared materials to create and implement a curriculum based in the individual needs and targets of the child. This is done in collaboration with our SENDco and math's lead and is monitored and reviewed closely.
By implementing the intent, children should achieve the following:
- Be fluent in the fundamentals of maths and be able to apply this knowledge quickly and accurately
- Solve problems by applying their maths skills to a range of problems including cross curricular learning, unfamiliar concepts and real-life situations.
- To reason mathematically and be able to justify and prove their thinking with appropriate vocabulary and explanations
- Perform mental calculations and written procedures effectively, fluently and with confidence