Welcome to the maths page of our website.
PLEASE NOTE THIS PAGE IS CURRENTLY UNDER CONSTRUCTION – PLEASE KEEP CHECKING THE PAGE FOR UPDATES
Here you will find information on the way our children develop their skills at Overfields Primary School in this vital and fascinating subject. We are aiming to produce pupils with the skills and knowledge to become confident mathematicians; to be able to use maths whenever it is required as both a child and an adult and to use maths as a key to unlock problems, to be creative and to have fun.
To see the way that teaching and learning in maths supports our school’s wider curriculum vision, click here:
Teaching for Mastery
In 2019, we adopted a ‘Teaching for Mastery’ (TfM) approach to maths. Teaching for Mastery is an approach that covers school organisation and classroom practice to allow pupils to ‘master’ each stage of their maths development. The aim is to allow each and every pupil to acquire a deep, long lasting and adaptable understanding of maths. When a pupil masters one aspect of maths it opens up the opportunity to move successfully to more advanced material.
Without mastery, the journey through new learning can create gaps in knowledge that prevent children from accessing the next steps required. Pupils can show mastery at any age, it is not an end point.
Mastering maths means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject. They make connections between different elements and know why and how each link together. They become fluent in moving from one aspect of maths to another to allow them to find the best way to solve a problem. Pupils who are showing mastery of an aspect of maths are ‘understanding’ rather than just ‘doing’ maths.
If you would like to find out more about Teaching for Mastery, you can access the National Centre for Excellence in Teaching Maths here:
At Overfields Primary School, we teach the National Curriculum for Maths. Our long term planning is broken down into four strands – Number Sense, Additive Reasoning, Multiplicative Reasoning and Geometric Reasoning.
Number Sense – the number system, place value, counting, rounding, reading and writing numbers, comparing, ordering
Additive Reasoning – the link between addition and subtraction; the relationship between parts and wholes
Multiplicative Reasoning – the link between multiplication and division; scaling, area, ratio and proportion
Geometric Reasoning – the maths of shapes, angles, coordinates, properties, translations
Each of these strands is linked together and topics such as data handling, measure, time and money are covered across all four areas.
To view the Medium Term Planning for each year group, click below:
Pupils can use many different methods in order to solve addition, subtraction, multiplication and division problems. Some methods are more efficient for certain problems and situations and a confident mathematician can pick and choose the correct method from a variety they know. To ensure these methods are taught in a logical and progressive manner, we have created a calculation policy which shows the different methods that each year group will be introduced to and on which subsequent methods will build. To see our calculation policy, click the following links:
Maths in Early Years
Across Nursery and Reception, we develop the children’s mathematical understanding through stories, songs, games, imaginative play and everyday activities such as snack time, morning routines, so that children enjoy experimenting and become confident, comfortable and curious about numbers, shapes, patterns and measures in their environment
In Nursery and Reception, maths is broken into two main strands:
Children are taught to count reliably with numbers from 1-20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Shape, space and measures
Children are taught to use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve
For our very youngest children, maths is covered during daily interactions with the children whilst child-initiated learning is taking place, for example: introducing the words ‘full’ and ’empty’ while playing with water and taking turns singing 5 current buns after making them out of dough.
There is a big focus on developing Mathematical vocabulary through practical activities linked to the story of the week when appropriate.