# Maths

#### Intent

Early Years Foundation Stage (EYFS)
By the end of the EYFS, the children will have developed their Mathematical awareness through a variety of number, shape, space and measurement activities.  The children will be able to count reliably with numbers from 1-20, place them in order and say which is one more or one less than a given number. They will be able to add and subtract one-digit numbers by counting on and back, with objects for support. They will have explored problems involving doubling, halving and sharing. They will use everyday language to talk about size, weight, capacity, position, distance, time and money, to compare quantities and objects and solve related problems.  They will recognise, create and describe patterns. They will use mathematical language to describe everyday objects and shapes.

Key Stage 1 (KS1)
By the end of KS1 the children will have developed confidence and mental fluency with whole numbers, counting and place value up to at least 100. This will involve working with numerals, words and the four operations, including with practical resources. Pupils will develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. They will use a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. Pupils will have practised and learnt the number bonds to 20 and be precise in using and understanding place value. Pupils will be able to read, spell and comprehend mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge.

Key Stage 2 (KS2)
By the end of KS2, the pupils will have extended their understanding of the number system and place value to include larger integers up to 10 million and identify the value of each digit in numbers given to three decimal places. The pupils will be fluent in written methods for all four operations, including long multiplication and long division. They will also have developed their mental fluency in these operations, particularly in the x tables up to 12. They will have developed knowledge of the connections between multiplication and division and fractions, decimals, percentages and ratio. Pupils will have been introduced to the language of algebra as a means for solving a variety of problems. They will also have developed their ability to reason and solve a wider range of complex problems, involving number, arithmetic, geometry, measures and statistics. Pupils will classify shapes with increasingly complex geometric properties and they will have learnt the vocabulary they need to describe them. The children will have explored a variety of formulas related to shape and space. Pupils will read, spell, pronounce and comprehend mathematical vocabulary correctly.

#### Implementation

At RCS, we want the children to become confident mathematicians with a positive attitude. Confidence comes from having a fluent knowledge of mathematical facts and skills. A positive attitude means you are willing to have a go at any mathematical challenge. We also have a particular focus on developing mathematical vocabulary, to help the children understand and be able to explain their own ideas.

To build pupils’ fluency, we provide many opportunities to learn, and then practise, facts and skills within daily lessons and at other times. To develop the children’s understanding, we encourage them to reason and problem solve regularly during lessons in a variety of ways. Learning is broken down into a sequence of clear, connected steps.

To help them explore and develop their mathematical thinking, the children use a wide range of physical resources (concrete) and visual models (pictorial representations) throughout the school. This supports their understanding of mathematical concepts (abstract learning).

Teachers follow the White Rose Scheme of Work from the White Rose Hub. This is supported by other planning resources from the National Centre for Excellence in Teaching Maths (NCETM). We also use some additional book resources e.g. Rising Stars Arithmetic, Maths No Problem, and Target Maths.

Reasoning happens when the children have time to reflect on the learning, spot patterns and make connections. To encourage this, the White Rose SOW uses a bank of familiar activities e.g. true or false, odd one out, spot the mistake, show me in a different way, what is the same what is different, sometimes always never etc. We introduce the children to a range of routine and non-routine problem types such as finding all possibilities, logic, visual and word problems.  All of these activities promote deeper learning.

In the Early Years, the children engage in mathematical activities in lots of ways. Teachers cover the topics through a daily maths carpet session and a weekly focus activity. Mathematical learning is constantly encouraged within the indoor and outdoor learning environments, through free play and role-play areas. These include access to sand, water and SSM construction resources. Our experienced practitioners will also make the most of every learning opportunity as it arises throughout the day. Formal teaching, is delivered following the Development Matters Statements.  In Reception, the lessons follow the White Rose Scheme of Work.

In Y4, the children complete the statutory Multiplication Tables Check (MTC). They will have spent several years working towards the target of knowing all times tables up to 12.  They will have many opportunities to complete and embed their knowledge within Y4 through regular classroom, homework and online practise, using resources such as Mathletics and Hit the Button. Children that do not pass the test will continue to be supported with this target in Y5.

At RCS, usually, all children will take part and learn within the class lesson. Within lessons, teachers and teaching assistants will target support for a range of abilities, to enable pupils to achieve an age-related level wherever possible.  This may involve a greater level of scaffolding and /or access to additional mathematical support materials. However, there may be children working towards different learning outcomes that are more closely matched to their ability. Pupils with more complex SEND may be taught in small groups or have a 1:1 teaching session out of the classroom.

Additional mathematical language support is provided through SALT interventions, programmes such as Explore and Talk and a 1:1 language session.

More able pupils are stretched within lessons through the use of reasoning and problem solving to deepen their understanding. We also take part in local projects or enrichment opportunities to extend pupils that show ability in Maths e.g. enrichment lessons at St. Paul’s School and the Royal Institute.

Please see our SEND/Equality Statement of Intent/Implementation for more information on ways in which we seek to ensure that all pupils have opportunities to succeed across the curriculum.