Mathematics

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Maths

Click here to read our full Maths rationale

At Robert Miles our maths curriculum is based on the mastery approach. This means that children are taught using carefully selected models and images to support their learning. Their lessons are carefully structured to move in very small steps, and to include a variety of ways of presenting the maths. Our overall aim is for children to keep up with the maths for their year group and not fall into a position of catch-up.

Click here for our Maths progression map based on 'White Rose Maths Progression National Curriculum'.

Early Years Foundation Stage (EYFS)

In Reception, as part of the EYFS, we embrace the Mastery approach to teaching mathematics and set high expectations with the belief that all children can and should achieve success in Maths. The expectation is that the majority of pupils will move through our maths lessons at broadly the same pace as part of an adventure that the whole class are on together.

We strive to develop a great sense of curiosity and enjoyment in maths from all our pupils with the aim of enabling our children to develop ‘number sense’, which they are able to apply in different age-appropriate contexts. We provide adaptations that are different from and additional to general provision, to ensure the majority of maths lessons are accessible for all children. We believe in a small-steps approach where children develop a deep, secure and adaptable understanding of mathematical concepts.

A detailed Maths long-term-plan is in place which shows an overview of coverage and progression in each term and across the year. Children develop strong ‘number sense’ through:

• A maths mastery curriculum that focuses on developing a deep understanding of numbers to 10, the relationship between them and the patterns within those numbers.
• Hands-on, active learning sessions, with the use of carefully chosen manipulatives and the development of maths talk / reasoning through paired talk and the use of stem sentences.
• Frequent opportunities to practice and apply knowledge and skills, e.g. counting numbers here, sorting animals in the small world area, comparing numbers of boys v girls etc.

Our curriculum offers rich opportunities to develop children’s spatial reasoning skills, including within shape, space and measures through direct teaching sessions and continuous provision.

Click here for Reception Maths Long Term Plan

Key Stage 1

Much of our planning is based on the White Rose scheme of Learning that is recommended by the National Centre for Excellence in teaching Maths.

Click here for more information about WRM schemes of learning and progression resources.

The following documents show the end points for year 1 and year 2, in each strand of the Maths curriculum:

National curriculum end of year expectations - Year 1

National curriculum end of year expectations - Year 2

These documents provide a detailed breakdown of small sequenced steps which are taught in each term, over the year.

Year 1 Long Term Plan - Coverage and Progression

Year 2 Long Term Plan - Coverage and Progression

At our school we teach and expect children to use correct mathematical terminology with accurate definitions. Our Mathematics Vocabulary Glossary is used when introducing or recapping mathematical vocabulary within our maths lessons or during cross-curricular learning, ensuring children know the accurate terminology and to ensure consistency within year groups and across the school.

Maths Vocabulary Glossary