Intent: 

At Grasmere, we aim to develop confident mathematicians who love their learning and build resilience and stamina when faced with a problem.  We develop children’s fluency of core place value knowledge and arithmetic skills, whilst ensuring that all children have developed conceptual understanding of number.  Our aim is for every child to be equipped with core mathematical skills that are transferable to the world around them.  We provide pupils from Nursery and Reception through to the end of Key Stage 2 with extensive opportunities to apply their knowledge and skills in a range of different contexts to help develop their reasoning skills and embed conceptual understanding.  We encourage children to be reflective about their learning through self and peer assessment and to approach mistakes as opportunities for learning.  This helps build children’s resilience and supports children in approaching challenges with curiosity and without fear of failure.  Our aim is for children to leave Key Stage 2 as confident mathematicians, equipped to be successful, whether it be in their future careers or in their everyday lives. 

Implementation: 

Maths  lessons are delivered  across the key stages on a daily basis. We use a wide range of equipment and resources and vary the way the lessons are taught to ensure they are stimulating and engaging for all the different types of learners - this may involve lessons being taught in the  playground or sometimes off site.  

We follow the C-P-A approach in our teaching of Mathematics. This stands for Concrete- Pictorial – Abstract. Throughout the school, we see children using concrete equipment and pictures to support their understanding of more abstract concepts.  Children use concrete equipment, such as cubes, mini objects like people or animals to add numbers together. They will have real experience of counting objects and adding them together. This is done in a practical way, with children matching objects to numbers. Once secure, children will move on to using pictorial methods of recording, such as drawing pictures, or moving onto using number lines. Once secure with adding numbers to 30, children will use  Diennes (base 10) to practically add larger numbers, before moving onto using refined written methods (column method). 

  

Concrete 
Things children can touch, hold and manipulate (manipulatives)  

Pictorial 
Things children can see and draw   

 

 

Abstract 
(Visual representations) 

 

Teachers use the LEAP maths curriculum, which is based on the ‘Singapore’ approach to maths and directly links to the  National Curriculum objectives.  

The ‘Singapore’ approach believes in securing conceptual understanding in number and providing greater depth in key areas of maths. We teach each aspect of maths in blocks to allow children to develop that deep understanding and we also provide them with opportunities to recap on prior learning through 'flashbacks' and fluency practice.  (See LEAP Maths Curriculum Overview PDF at the bottom of this page). 

EYFS (Nursery & Reception) 

The children in our Nursery and Reception (Foundation Stage) classes follow the Early Years and Foundation Stage Curriculum (EYFS). The focus of mathematical teaching and learning for this age group is very practical to ensure that the children are fully engaged while learning the initial concepts through use of concrete resources as well as role play, dressing up, storytelling etc. Children learn to count forwards and backwards, recognise numbers and understand the one-to-one concept of counting using resources such as objects, un-ifix cubes and Numicon. They are taught to see numbers within numbers and recognise patterns quickly such as those on dice and dominoes.  

Key Stage 1 (Years 1 and 2) 

In Key Stage 1 the children continue to build on the skills and knowledge gained in the Foundation Stage.  They learn how to count to and back from larger numbers, and read, write and order numbers to 100 and beyond, where appropriate. Number bonds are another key concept of Singapore maths and teach children that numbers can be split-up or combined.  We use the part-part-whole model and children learn how to write the corresponding calculations.  

This concept is the foundation children need to understand before they are able to add and subtract. Once children understand the part-part-whole model, they will find all calculations easier to understand. They continue to have a variety of concrete apparatus to support  their understanding of addition, subtraction, multiplication and division, including dienes, counters, straws, unifix cubes, counting beads and Numicon. 

In addition to the four operations (addition, subtraction, multiplication and division), children will also develop their understanding of shape and space, measurement, fractions and statistics. 

Through practical activities children explore and gain a better understanding of shape and space and through talk they begin to grasp and use mathematical language. We encourage children to talk in full sentences and use mathematical language as often as possible. It is only by the end of Year 2 that  they start to use the formal written methods of calculation. 

Key Stage 2 (Years 3, 4, 5 & 6) 

By Key Stage 2 children are becoming much more confident and fluent with numbers, calculating mentally and using written methods. They increase their understanding of the links between the four mathematical operations (addition, subtraction, multiplication and division) and how to use that knowledge to check calculations. Children are given every opportunity to link their mathematics to “real life problems.”  Bar modelling is introduced as a tool to aid them in their problem solving, it allows children to take a word problem and represent it using bar models. Children are required to work systematically, follow lines of enquiry and use reasoning skills to develop their problem-solving skills. Children are encouraged to engage with mistakes as an opportunity to learn and we promote growth mindsets to support the development of resilience and stamina when faced with a challenge.  

Learning Times Tables is vital in Key Stage 2 and children are encouraged to practise their times tables daily for at least 10 minutes.  The National Curriculum expectation is that by the end of year 2, children should know their 2, 5, 10 and 3 times tables.  By the end of year 3, they should also know there 4, 6, 8 and 9 times tables and that all children should know their times tables up to 12 x 12 by the end of year 4.  Children in year 5 and 6 are consolidating their learning and improving their fluency.                                   

Assessment 

Children are formally assessed at the end of each term.  In addition, teachers use diagnostic assessment, assessment for learning and the LEAP assessment grid to record attainment of key objectives to help identify children to be targeted for intervention, address misconceptions, further consolidation or further challenge.  Assessment data is used in Raising Attainment meetings between the senior leadership team, SENDCO and class teacher to identify focus groups, develop strategies to ensure gaps are closed.  Daily marking by the teacher is used to inform future planning and teaching. 

End of Key Stage SATs 

At the end of Key Stage 2 (year 6), children will take the Statutory Assessment Tests (SATs).  The Key Stage 1 tests are now optional and are used to support teacher assessment.  The tests are taken in informal settings, are not timed and are marked internally.   

The Key Stage 2 maths tests are formal and marked externally.  They consist of 3 papers: Paper 1: Arithmetic, Paper 2 and 3: reasoning. 

Year 4 Multiplication Tables Check 

The Multiplication Tables Check is a compulsory government assessment that all children across the country will need to sit it in June of Year 4. 

The purpose of the MTC is to determine whether pupils can recall their times tables fluently, which is essential for future success in mathematics. It helps schools to identify pupils who have not yet mastered their times tables, so that additional support can be provided. 

Children will have daily times table practise at school, but there are also ways to help with your child at home. (See Maths at Home) 

Workshops for Families 

We hold interactive parent and carer workshops for different year groups. These are an opportunity for parents and carers to come along and learn about how we teach maths at Grasmere, through a mastery approach. They enable parents to see the Concrete, Pictorial, Abstract approach in action and to even have a go themselves! The sessions aim to de-mystify maths and quash any fears you may have. The workshops focus on introducing activities and teaching strategies to support each child’s learning and are an excellent opportunity for parents to get involved and have a taste of what their child is learning in the classroom. At the end of each session there is a year group appropriate hand out along with a glossary of key terms (see PDFs at the bottom of this page).