Here at Heyes Lane, our vision is for all children to leave as fluent, positive mathematicians who embrace and enjoy problem-solving, with confidence, in everyday life.

Curriculum Content and Progression

The National Curriculum aims ensure that all children: –

Become fluent in the fundamentals of mathematics, through varied and frequent practise 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.

Using the National Curriculum as our foundation in everything we do, Heyes Lane Primary School aim for every to child to:

Be prepared for applying their skills effectively in everyday life situations, in their future learning and in the work place
Have the building blocks in place and to provide a solid foundation to lead onto secondary, further and higher education
Have a strong conceptual understanding of maths; its structures and its relationships
Can recall and apply their knowledge confidently and efficiently
Are secure in using written methods for which they have a clear understanding
Develop the ability to solve problems through decision-making and reasoning in a range of contexts.
Apply their learning to everyday situations so that they understand the importance of mathematical skills in everyday life.
Explore features of shape and space, and develop measuring skills in a range of contexts placing importance on these skills.
Consistently emphasize and develop use of mathematical vocabulary.
Develop a practical understanding of the ways in which information is gathered and presented, including opportunities to record independently

Across the school, our teaching is supported by use of the White Rose resources.

EYFS

Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding – such as using manipulatives, including small pebbles and tens frames for organising counting – children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.
KS1

The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools]. At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency. Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.
Lower Ks2
The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number. By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.
Upper ks2
The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them. By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly.

Teaching and Learning

Teaching and learning is focused on embedding children’s understanding of number and place value to ensure learning that lasts. This core knowledge promotes a culture of achievement because a secure understanding of number and place value is at the heart of becoming a confident and fluent mathematician. Engaging and active lessons provide children with opportunities to work both collaboratively and with autonomy across all areas of mathematics. Problem-solving and pattern spotting are fundamental aspects of all maths learning and underpin lessons.

Our maths lessons emphasise progression from new concepts, through fluency to mastery and greater depth. Children’s understanding of these new concepts are supported and consolidated through exposure to objects and visual images before moving on to abstract representations. Deeper thinking tasks consolidate and develop children’s learning through exposure to a variety of contexts. Much of our learning at Heyes Lane is practical and game-based because we firmly believe that an active and fun approach is the key to ensuring that our children are not only highly-skilled mathematicians but carry with them a positive and confident attitude throughout their time in primary school and beyond.

Online resources such as TT Rockstars, Hit the Button and My Maths support and engage pupils to develop core skills in maths whilst also encouraging autonomy as the resources can be accessed both in school and from home.